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The Relationship Between Attitudes and Perspectives of American University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School January 2013 The Relationship Between Attitudes and Perspectives of American Sign Language University Students Towards Deaf People Beth Lilessie Cagle Brightman University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the Adult and Continuing Education and Teaching Commons, and the Arts and Humanities Commons Scholar Commons Citation Brightman, Beth Lilessie Cagle, "The Relationship Between Attitudes and Perspectives of American Sign Language University Students Towards Deaf People" (2013). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/4868 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. The Relationship Between Attitudes and Perspectives of American Sign Language University Students Towards Deaf People by Beth Lilessie Cagle Brightman A dissertation study submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy with a concentration in Adult Education Department of Adult, Career, and Higher Education College of Education University of South Florida Major Professor: Waynne B. James, Ed.D. William H. Young, III, Ed.D. Rosemary Closson, Ph.D. Rebecca, Burns Ph.D. Date of Approval: November 15, 2013 Keywords: adult education, transformative learning, ASL, deaf culture Copyright © 2013, Beth Lilessie Cagle Brightman Dedication My family is a gift for which I am eternally grateful. My children who are my pride and joy: Richard, Bobi, Jeremy, A.J., especially the teenagers Isaac, and Landis who sacrificed greatly, so I could study or attend class. May each of you experience life to the fullest, dream your dreams, aim high, attain your goals, keeping Faith each step of the way. My daughter-in-laws whom I love: Angela, Jessica, and Sarah: Thank you for taking care of the "boys", Live, Laugh, Love. My grandchildren whom I cherish: Baylee, Hadley,Taylor, Isaac and Elijah: Thank you for sacrificing time with Grandmama AKA Grandmommie. The spoiling is about to begin. My husband whom I treasure: Alex: Thank you for your steadfast support, belief, and love. In loving memory to my parents: Ed and Margaret Cagle: Dad: Thank you for the encouragement to take risks that others might think too dangerous. Thank you for taking risk on me and having Faith in me. Above all, thank you for the example of unconditional love in our family and the community. November 10, 1922 † February 10, 1989. Mom: Thank you for the years of wisdom you bestowed on me. Thank you for your friendship, mentorship, and example of a serving soul, they will forever be remembered. Thank you for sharing your profession of adult teaching and working with deaf adults. Above all, thank you for teaching me where and how to find the answers to life. January 9, 1928 † June 8, 2012. Acknowledgments My appreciation, gratefulness and gratitude are extended to my, Professors: Dr. Waynne James: A special thank you for the patience during unknowing times, yet knowing I will succeed. No "flowery" writing you let in class, yet below is a garden mess. Kind words, a listening ear, Allowing me to shed a tear Sharing stories with a smile, We traveled to Sweden for a while Great experiences to be had, No matter what, you made me glad A shoulder on which to lean, During the year 2013 I am your first with a GED, To earn a Ph.D. Indeed in the end, you helped me succeed. Although you don't like the southern name, I have to thank you for being my MaMa James Dr. William Young: For always sharing a smile and making himself available. "Hawaiian" shirts, entertaining tales and words of jest were always the best. Thank you for keeping education life light and fun. Dr. Rosemary Closson: For exemplifying her interest in experiential learning through teaching and actions. Dr. Rebecca Burns: For sharing my passion of ASL and the Deaf culture, and providing expertise in language, culture, and learning development of D/deaf children. Comrades: For sharing this endeavor from the beginning to the "circle room". Lynne: My angel in red, thank you for your Faith, Lisa, Tanya, Jim, B.J., Moni, Deb and others: Thank you for your abetment. My siblings: For the influence you have on my life. Bill, Sally, Sam, Stan, and Robert: I am exceptionally Blessed. A special thank you to Robert for being a Deaf role model to my daughter Landis. My forever friends: For the years of fun, fellowship, love and support. Morgan, Carole, Sue, Linda, Debbie and Dani: For knowing the art of being a lifetime friend. Joan: For Scruggs Harbor Indian Rocks Beach escape to complete this work. Table of Contents List of Tables ................................................................................................................... v Abstract ......................................................................................................................... viii Chapter 1: Introduction .................................................................................................... 1 Problem Statement ............................................................................................... 4 Purpose Statement ............................................................................................... 6 Research Questions ............................................................................................. 6 Conceptual Framework ........................................................................................ 7 Need and Significance of the Study .................................................................... 10 Limitations .......................................................................................................... 12 Definition of Terms ............................................................................................. 12 Organization of the Study ................................................................................... 15 Chapter 2: Review of Literature ..................................................................................... 17 Language and Culture ........................................................................................ 17 Background Influences on Views of D/deafness ................................................. 21 Education, manualism vs. oralism ........................................................... 22 Gallaudet and manualism ............................................................. 22 Bell and oralism ............................................................................. 23 Deaf president now .................................................................................. 24 American Sign Language as a legitimate language ................................. 26 Perspectives of D/deafness ................................................................................ 26 Pathological/medical perspective ............................................................. 27 Cultural perspective ................................................................................. 29 Attitudes About Deafness ................................................................................... 31 Attitudes Towards Diverse Cultures and Languages .......................................... 33 American Sign Language as an Academic Subject ............................................ 34 University Students and American Sign Language ............................................. 36 Assessment of University Student Attitudes and Perspectives ........................... 37 Perspective scale ..................................................................................... 37 Attitude scale ........................................................................................... 40 Summary ............................................................................................................ 42 Chapter 3: Methods ....................................................................................................... 44 Research Design ................................................................................................ 44 Treatment ........................................................................................................... 44 Population and Participants ................................................................................ 45 Population ................................................................................................ 45 i Participants .............................................................................................. 45 Basic American Sign Language Students ..................................... 46 Instrumentation ................................................................................................... 47 The opinions about D/deaf adults scale .................................................. 48 Perspective scale ..................................................................................... 49 Control group survey................................................................................ 50 Collection of Data ............................................................................................... 50 Pre-survey data collection .......................................................................
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