Book contents
- Frontmatter
- Contents
- Preface
- PART I BILINGUALISM-BICULTURALISM AND THE DEAF EXPERIENCE: AN OVERVIEW
- PART II PSYCHOSOCIAL, COGNITIVE, AND LANGUAGE EXPERIENCES OF DEAF PEOPLE
- 5 From the Cultural to the Bicultural: The Modern Deaf Community
- 6 Early Bilingual Lives of Deaf Children
- 7 Communication Experiences of Deaf People: An Ethnographic Account
- 8 Marginality, Biculturalism, and Social Identity of Deaf People
- 9 Attitudes of the Deaf Community Toward Political Activism
- 10 Cultural and Language Diversity in the Curriculum: Toward Reflective Practice
- 11 Minority Empowerment and the Education of Deaf People
- 12 Social Assimilation of Deaf High School Students: The Role of School Environment
- PART III THE DEAF EXPERIENCE: PERSONAL REFLECTIONS
- Name Index
- Subject Index
12 - Social Assimilation of Deaf High School Students: The Role of School Environment
Published online by Cambridge University Press: 05 June 2012
- Frontmatter
- Contents
- Preface
- PART I BILINGUALISM-BICULTURALISM AND THE DEAF EXPERIENCE: AN OVERVIEW
- PART II PSYCHOSOCIAL, COGNITIVE, AND LANGUAGE EXPERIENCES OF DEAF PEOPLE
- 5 From the Cultural to the Bicultural: The Modern Deaf Community
- 6 Early Bilingual Lives of Deaf Children
- 7 Communication Experiences of Deaf People: An Ethnographic Account
- 8 Marginality, Biculturalism, and Social Identity of Deaf People
- 9 Attitudes of the Deaf Community Toward Political Activism
- 10 Cultural and Language Diversity in the Curriculum: Toward Reflective Practice
- 11 Minority Empowerment and the Education of Deaf People
- 12 Social Assimilation of Deaf High School Students: The Role of School Environment
- PART III THE DEAF EXPERIENCE: PERSONAL REFLECTIONS
- Name Index
- Subject Index
Summary
Introduction
A study of the social assimilation experiences of deaf students was conducted on the campus of the Rochester Institute of Technology (RIT). As a part of this study, freshmen were instructed to reflect back on their high school careers and report on the extent of their involvement in school-sponsored activities. In addition, they were asked to provide reasons for their involvement or lack of involvement. Findings of hearing students were compared with those of students from schools for the deaf as well as those coming from mainstream environments.
The organization of this chapter is as follows: An overview of the literature related to the topic of social assimilation and social development of both deaf and hearing adolescents is presented. Empirical findings related to this topic are outlined. Data illustrating the differences between the high school experiences of three populations (hearing students, mainstreamed deaf students, and students from schools for the deaf) are also presented. A discussion of the findings concludes the chapter.
The Role of Schools in Social Development
Two of the primary tasks for students during the adolescent years, regardless of their hearing status, are developing social competence and gaining acceptance by their peers (Hunter, 1985; Mergendoller, 1982; Oetting & Beauvais, 1987). Among the most important functions of schools are providing opportunities for social development, creating an arena for social interactions and consequently for peer affiliations (Mergendoller, 1982; Leslie, Larson, & Gorman, 1976; Popenoe, 1974).
- Type
- Chapter
- Information
- Cultural and Language Diversity and the Deaf Experience , pp. 181 - 198Publisher: Cambridge University PressPrint publication year: 1996