"College is a challenge, but I've got dreams and I know I can do it!" : deaf students in mainstream colleges

Graduation date: 2005Presentation date: 2004-09-24Deaf students in mainstream colleges are withdrawing at an alarming rate. Approximately 70% of the 123,000 deaf students enrolled in 2,300 colleges across the United States will not persist until graduation. This qualitative study examined what factors in the academic and social environment are linked to deaf college students' perceptions of academic and social success and satisfaction. An ecological perspective provided the theoretical lens for analysis. Fourteen self-identified deaf students, recruited from four mainstream colleges, were interviewed. Participants were between the ages of 18 to 23, single, and not living with their family of origin. All students attended institutions of higher education that enrolled a small number of deaf students. Key questions focused on relationships with parents, family communication, personal characteristics, high school preparation for college, and current academic and social experiences in their college environments. Participants described how their lives were shaped by early shared language with parents as well as current perceptions of closeness with family members. All participants attended mainstream high schools and shared how these experiences\ud influenced their academic and social readiness for college. Results also illustrated how students who are deaf navigate academically and socially in college environments where there are few deaf students. The students in the study possessed personal characteristics that are important indicators to success in college, such as self-determination and a strong sense of cultural identity. Clear and purposeful goals were also evident and contributed to students' success thus far. Although 13 participants preferred communication in sign language, all found ways to effectively interact with faculty and classmates who could not sign. This study's findings included recommendations for practitioners who work with college students who are deaf. Suggestions included improvements to interpreter and notetaking services, in-service training for faculty who have not worked with deaf students in the classroom, enhanced accessibility to classroom and extracurricular activities, and general ideas to make the mainstream college environment more deaf-friendly and inclusive for deaf students