Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2019 An Exploration of Deaf Education through the Experiences of Culturally Deaf Adults Stephanie Beatty Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Psychology Commons, and the Quantitative Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Stephanie Beatty has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Sandra Mahoney, Committee Chairperson, Psychology Faculty Dr. Elisabeth Weinbaum, Committee Member, Psychology Faculty Dr. Sandra Caramela-Miller, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Abstract An Exploration of Deaf Education through the Experiences of Culturally Deaf Adults by Stephanie Beatty MS, Walden University, 2012 BA, Madonna University, 2009 BS, Madonna University, 1999 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy General Psychology Walden University February 2019 Abstract Deaf students have unique linguistic and cultural needs that are cultivated in social settings; however, these needs have received minimal consideration from school administrators and policy makers when designing and implementing educational programs. Inquiry regarding how Deaf people learn in social situations and whether these processes are present in formal educational settings is necessary to understand how to better serve this population in school. Observations were used to provide insight on how deaf people teach and learn from one another in social/informal settings. Individual interviews with 11 Deaf people ages 18 to 40 provided insight regarding personal experiences in formal and informal educational settings. Constructivism, sociocultural theory, and multiple intelligences theory were the conceptual frameworks for this study. Trustworthiness was established using member checking and detailed accounts of participants’ experiences in their educational placements. The findings revealed that deaf people value facets of Deaf culture in all aspects of their lives, including education. Participants expressed the need for school staff and administrators to understand cultural nuances that are important for deaf students, the need for barrier-free communication, the importance of self-identity, and the need for Deaf mentors and or role models in school. In social settings, deaf people use visual communication and require clear sightlines for communication, use expansion techniques unique to ASL, use scaffolding to support and mentor one another, and use repetition for clarity, understanding, and emphasis. The knowledge gained from this study can help actualize educational curricula that improve literacy and increase job and educational opportunities for deaf people. An Exploration of Deaf Education through the Experiences of Culturally Deaf Adults by Stephanie Beatty MS, Walden University, 2012 BA, Madonna University, 2009 BS, Madonna University, 1999 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy General Psychology Walden University February 2019 Dedication This work is dedicated to my children, Daryl and Kamden, and my mother Katherine. Daryl, my first born and my first glimpse of unconditional love. You are smart, you are handsome, and you are witty. Your great smile and even greater hugs are a testament to your personality. Never let anyone dim your light! Kamden, my scholar and my muse. You are my light and my inspiration. Your soft heart and sweet nature remind me that there are still kind people in this world. Thank you for holding my hand. Mom, your sacrifices throughout my life have not gone unnoticed. A high school graduate who worked minimum wage jobs, yet, you understood the advantages of education. I admire your commitment to my education and to making me a better person. Thank you. Acknowledgments First, I would like to thank my Lord and Savior Jesus Christ. Without You, I am nothing. Thank you to my committee, Dr. Sandra D. Mahoney and Dr. Elisabeth Weinbaum, for your guidance during this process. Dr. Mahoney, your professionalism, encouragement, and responsiveness helped me to regain and maintain my composure during moments of obscurity and dejection. Secondly, to my inner circle of friends, I am forever thankful for you. Your encouraging words and actions throughout this process have been invaluable. You are the wind beneath my wings and we will soar together. I love you all! Lastly, a huge thank you to my Deaf and interpreting family. You accepted me into your world, and for that I am forever grateful. I am a more conscious person because of my relationships within this community. Table of Contents List of Tables ..................................................................................................................... iv List of Figures ......................................................................................................................v Chapter 1: Introduction to the Study ....................................................................................1 Background ....................................................................................................................2 Statement of the Problem ...............................................................................................6 Purpose of the Study ......................................................................................................8 Research Questions ........................................................................................................9 Primary Research Question..................................................................................... 9 Secondary Research Questions ............................................................................... 9 Conceptual Framework ..................................................................................................9 Nature of the Study ......................................................................................................13 Definitions....................................................................................................................14 Assumptions .................................................................................................................15 Scope and Delimitations ..............................................................................................15 Limitations ...................................................................................................................16 Significance........................................................................................................... 16 Summary ......................................................................................................................16 Chapter 2: Literature Review .............................................................................................18 Introduction ..................................................................................................................18 Literature Search Strategy............................................................................................19 Conceptual Framework ................................................................................................20 i Literacy Development ..................................................................................................22 Literacy and Culture ....................................................................................................31 Educational Trends ......................................................................................................41 Evidence-Based Practices ............................................................................................45 Summary ......................................................................................................................48 Chapter 3: Research Method ..............................................................................................50 Introduction ..................................................................................................................50 Research Design and Rationale ...................................................................................51 Primary Research Question................................................................................... 51 Secondary Research Questions ............................................................................. 51 Role of the Researcher .................................................................................................54 Researcher Bias ..................................................................................................... 55 Methodology ................................................................................................................57