Seeing the World Through Deaf Eyes: Chile Study-Abroad Experiences of Deaf Students PDF
Preview Seeing the World Through Deaf Eyes: Chile Study-Abroad Experiences of Deaf Students
St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 12-2014 Seeing the World Through Deaf Eyes: Chile Study- Abroad Experiences of Deaf Students Joan Marie Naturale St. John Fisher College, [email protected] How has open access to Fisher Digital Publications benefited you? Follow this and additional works at:http://fisherpub.sjfc.edu/education_etd Part of theEducation Commons Recommended Citation Naturale, Joan Marie, "Seeing the World Through Deaf Eyes: Chile Study-Abroad Experiences of Deaf Students" (2014).Education Doctoral.Paper 213. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visithttp://libguides.sjfc.edu/citations. This document is posted athttp://fisherpub.sjfc.edu/education_etd/213and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please [email protected]. Seeing the World Through Deaf Eyes: Chile Study-Abroad Experiences of Deaf Students Abstract Research has indicated that a global education, including study-abroad programs, is increasingly crucial in today’s world and offers intercultural, personal, academic, and career-related benefits to participants. However, there has been a paucity of academic research on best-class and study-abroad program designs for the deaf and hard-of-hearing students. The research to date has not included the experiences and perceptions of deaf students who participated in study-abroad programs. The purpose of this study was to examine the perceived supports and barriers to study-abroad experiences of deaf students. Information gathered from the unique perspective of deaf study participants was used to assist in designing optimal classes and study-abroad programs that consider the cultural, visual, and linguistic needs of these students. This study incorporates Yosso’s community cultural wealth theory and investigates how deaf study participants develop social, familial, aspirational, linguistic, navigational, intercultural, and/or resistant capital, which are components of community cultural wealth (Listman, Rogers, & Hauser, 2011; Yosso, 2005, 2006). The researcher employed a qualitative methodology, specifically, phenomenology. Interviews were conducted with participants who are deaf students and have experienced study-abroad programs using the direct signing model. The phenomenon of interest is the sign-accessible Chile abroad experience of deaf students. Interview questions exploring the development of various capital were also asked (Listman et al., 2011; Yosso, 2005, 2006). At the conclusion of the study, the researcher viii recommends best practices in class- and study-abroad program designs from the deaf students’ perspectives. Degree Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Michael Wischnowski Second Supervisor Timothy Madigan Third Supervisor Mindy J. Hopper Subject Categories Education This dissertation is available at Fisher Digital Publications:http://fisherpub.sjfc.edu/education_etd/213 This dissertation is available at Fisher Digital Publications:http://fisherpub.sjfc.edu/education_etd/213 Seeing the World Through Deaf Eyes: Chile Study-Abroad Experiences of Deaf Students By Joan Marie Naturale Submitted in partial fulfillment of the requirements for the degree Ed.D. in Executive Leadership Supervised by Dr. Michael Wischnowski Committee Member Dr. Timothy Madigan Reader Dr. Mindy J. Hopper Ralph C. Wilson, Jr. School of Education St. John Fisher College December 2014 Copyright by Joan Marie Naturale 2014 ii Dedication This study is dedicated to my late parents, Aileen Schutz Naturale and Anthony Daniel Naturale. They valued education, which is evident in the way they were involved in my life, and always provided me with love, encouragement, and support. You always believed in me and my capabilities and said, “If you really want to do something, you can do it.” I have so much love and gratitude for you both being in my life. I also want to express my gratitude to my siblings, Suzanne Naturale, her husband, John Henderson, and Anthony Naturale, as well as my wonderful nephews, Angelo Yut Naturale, Doon Anthony Naturale, and Lucky, the family dog. You have provided me with love, support, gourmet meals, and relaxing holiday breaks throughout my inner and outer journey. Anthony and Suzanne, thank you so much for reading my dissertation drafts, providing feedback, and participating in discussions that helped me stay on track. And I must give a nod to my sweet fluffy Persian cat, Smokey, who cuddled with me as I worked. I love you all. I am so grateful to have had the opportunity to meet and confer with brilliant Deaf role models who have inspired me: Dr. Robert F. Panara, whose pioneering works in Deaf Studies live on in the students’ and colleagues’ lives he touched so deeply, and Dr. Harry G. Lang, who has made so many discoveries in the world of Deaf biographies and added so much depth and richness to the field of Deaf Studies. Harry suggested I look for the connection between study abroad and travel experiences and the careers of Deaf people, and I found such connections in his scholarly works. A Deaf role model I admire iii is Ruth F. Benedict who led a fascinating life as an intercultural specialist noting cultural patterns. I hope this study contributes in a small way to the body of knowledge on Deaf cultural patterns. My deep gratitude go to the many supportive colleagues and friends of the NTID, RIT (The Wallace Center), and Deaf communities who pushed me to start and continue my studies, particularly, Dr. Adwoa Boateng, Dr. Mindy Hopper, Dr. Mary Karol Matchett, Ms. Jeanne Behm, Dr. Deirdre Schlehofer, Ms. Leisa Boling, Ms. Solange Skyer, Dr. Jason Listman, Dr. Peter Hauser, and Dr. Kim Kurz. You gave me sage advice, mentored me, and allowed me to share my frustrations and joys during countless breaks, lunches, and dinners. Dr. Deirdre Schlehofer convinced me to travel to Paris for an impromptu trip to celebrate Abbe de l’Epee’s birth anniversary during my doctoral journey. I would like to express my appreciation to Dr. James DeCaro, who was my dissertation mentor, and allowed me to evaluate the innovative and unique bilingual and bicultural Siena, Italy program as a participant-observer for my coursework and introduced me to the ASL Health Literacy research team. Thanks to Dr. Poorna Kushalnagar who taught me how to conduct a study and write an article about the ASL Health Literacy websites with the student population. Finally, many thanks to Dr. Gerard Buckley who gave me permission to pursue the Chile study after I conferred with the Chile team. I am indebted to Mr. Michael Stein, J.D., Mr. William Clymer, and Dr. Denise Kavin, who opened up their pre-departure class for observations and shared information about their pilot Chile study-abroad program design. Through them I was able to iv interview the deaf student-participants and conduct the study that is included in this dissertation. I also want to express my deepest appreciation to The Wallace Center work colleagues: Ms. Margaret Bartlett, Ms. Shirley Bower, and Dr. Lynn Wild for their support during my Ed.D. journey. They allowed flexibility in my scheduling, offered printing and technology support, and leave for professional development related to my coursework. My deep gratitude goes to the fabulous and talented interpreters I was fortunate to have throughout my doctoral journey: Ms. Tanya Andrews, Ms. Karen Finch, Ms. Kathryn Pedersen, and Ms. Tracy Villinksi. Thanks to my cohort team for their positive spirit and encouragement, Dr. Leah Barrett, Dr. Ulises Miranda, and Dr. Deborah Oliverio-Olivieri, who took the best notes for me all throughout the program. I want to extend my deepest appreciation to my dissertation chair, Dr. Michael Wischnowski, committee member, Dr. Timothy Madigan, and reader, Dr. Mindy J. Hopper. I feel honored to have had your thoughtful and wise counsel, your invaluable feedback, your encouragement, and your friendship on this scholarly journey as a qualitative researcher. And finally, I want to thank God for the countless gifts, blessings, and opportunities He has bestowed upon me as I journey the world. v Biographical Sketch Joan Marie Naturale is the National Technical Institute for the Deaf (NTID) liaison and librarian at Rochester Institute of Technology (RIT) and has worked there since 1999. Ms. Naturale attended Gallaudet University and graduated with a Bachelor of Arts degree in English in 1980. She attended Western Maryland College and obtained a Master of Education degree with specialization in Deaf Education in 1983. Starting her educational career as an English instructor at the Alabama School for the Deaf, she moved to Northwestern Connecticut Community College, teaching English development classes, and at the Austine School for the Deaf where she worked as an English teacher and school librarian. While working at the Austine School for the Deaf, she attended the University of Rhode Island Information and Library Studies program and obtained an MILS in 2001. Ms. Naturale came to St. John Fisher College in the summer of 2012 and began doctoral studies in the Ed.D. Program in Executive Leadership. Ms. Naturale pursued her research Seeing the World Through Deaf Eyes: Chile Study-Abroad Experiences of Deaf Students under the direction of Dr. Michael Wischnowski, Dr. Timothy Madigan, and Dr. Melinda Hopper and received the Ed.D. degree in 2015. vi Abstract Research has indicated that a global education, including study-abroad programs, is increasingly crucial in today’s world and offers intercultural, personal, academic, and career-related benefits to participants. However, there has been a paucity of academic research on best-class and study-abroad program designs for the deaf and hard-of-hearing students. The research to date has not included the experiences and perceptions of deaf students who participated in study-abroad programs. The purpose of this study was to examine the perceived supports and barriers to study-abroad experiences of deaf students. Information gathered from the unique perspective of deaf study participants was used to assist in designing optimal classes and study-abroad programs that consider the cultural, visual, and linguistic needs of these students. This study incorporates Yosso’s community cultural wealth theory and investigates how deaf study participants develop social, familial, aspirational, linguistic, navigational, intercultural, and/or resistant capital, which are components of community cultural wealth (Listman, Rogers, & Hauser, 2011; Yosso, 2005, 2006). The researcher employed a qualitative methodology, specifically, phenomenology. Interviews were conducted with participants who are deaf students and have experienced study-abroad programs using the direct signing model. The phenomenon of interest is the sign-accessible Chile abroad experience of deaf students. Interview questions exploring the development of various capital were also asked (Listman et al., 2011; Yosso, 2005, 2006). At the conclusion of the study, the researcher vii
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