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Telling Their Stories: Black d/Deaf ...

Watson, Martreece.

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Telling Their Stories: Black d/Deaf High School Students Graduating with Diplomas A Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Telling Their Stories: Black d/Deaf High School Students Graduating with Diplomas A Case Study./
作者:	Watson, Martreece.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10702733
ISBN:	9780355443097

Telling Their Stories: Black d/Deaf High School Students Graduating with Diplomas A Case Study.
Watson, Martreece.

Telling Their Stories: Black d/Deaf High School Students Graduating with Diplomas A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 220 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2017.

Improving high school graduation rates for all students has been an ongoing goal of the United States Department of Education. There is particular concern about increasing the number of Black students who graduate. Within this group of Black students there are several subgroups, including Black deaf and hard of hearing (d/Deaf) students who are graduating at alarmingly low rates. Only 14% of Black d/Deaf high school students who enter secondary programs, acquire formal academic literacy skills and graduate with a diploma, while 86% at best receive a certificate of completion. This phenomenon receives virtually no attention within the professional literature. Research has indicated that White d/Deaf students are four times more likely to complete high school with a diploma than Black d/Deaf students. Graduation with a high school diploma places the recipient in a more advantageous position for immediate employment and admission to postsecondary institutions, thereby expanding career opportunities. Who are these 14% of Black d/Deaf students that are successful in obtaining a diploma? What obstacles did they have to overcome and why did they persist and others did not?

ISBN: 9780355443097Subjects--Topical Terms:

2122779
Secondary education.

Telling Their Stories: Black d/Deaf High School Students Graduating with Diplomas A Case Study.
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520 $a Improving high school graduation rates for all students has been an ongoing goal of the United States Department of Education. There is particular concern about increasing the number of Black students who graduate. Within this group of Black students there are several subgroups, including Black deaf and hard of hearing (d/Deaf) students who are graduating at alarmingly low rates. Only 14% of Black d/Deaf high school students who enter secondary programs, acquire formal academic literacy skills and graduate with a diploma, while 86% at best receive a certificate of completion. This phenomenon receives virtually no attention within the professional literature. Research has indicated that White d/Deaf students are four times more likely to complete high school with a diploma than Black d/Deaf students. Graduation with a high school diploma places the recipient in a more advantageous position for immediate employment and admission to postsecondary institutions, thereby expanding career opportunities. Who are these 14% of Black d/Deaf students that are successful in obtaining a diploma? What obstacles did they have to overcome and why did they persist and others did not?
520 $a This dissertation study is the culmination of co-constructed conversations of achieving Black d/Deaf high school students' experiences. Employing a qualitative case study design, I conducted interviews, observations, and I used arts-based methods gaining students' insights to illuminate what they perceive as language and literacy practices that fostered greater academic literacy acquisition, better positioning them to graduate with a diploma. This work informs teacher preparation programs of the factors that successful Black d/Deaf students perceive as effective educational practices instrumental to their academic achievement. This work contributes to addressing the gap in the research literature on language and literacy education of Black d/Deaf students to improve language and literacy practices for Black d/Deaf students and subsequently increase the graduation rates of Black d/Deaf students with high school diplomas.
520 $a Results indicate that while there are formal academic literacy skills being taught and acquired, these skills are not always present in the various academic environments and that students have found means to circumvent use of school sanctioned (standardized) language and academic reading and writing skill acquisition to attain the credits needed to graduate with a diploma.
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