Black d/Deaf High School Students Graduating with Diplomas A Case Study DISSERTATION

220 Pages·2017·10.52 MB·English

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

DISSERTATION

Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy
in the Graduate School of The Ohio State University

By
Martreece Watson
Graduate Program in Education: Teaching & Learning

The Ohio State University
2017
Dissertation Committee:
Dr. Elaine Richardson, Advisor
Dr. Ralph Gardner III
Dr. Timothy San Pedro
Dr. Candace Stout
Copyrighted by
Martreece Watson
2017
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Abstract

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?
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
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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.
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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This dissertation is dedicated to my parents.
Your love, prayers, support and sacrifice throughout this journey
enabled me to wholeheartedly pursue my dreams.

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Acknowledgments

Therefore I say unto you, what ye desire, when ye pray, believe that ye receive them, and
ye shall have them. (Mark 11:24, King James Version)

First and foremost, I would like to thank God who has blessed me with this
amazing opportunity to attain one of my heart’s desires. To my amazing parents, Sam and
Cheryl Watson and my family, your unwavering faith and your support throughout this
process provided me with the strength and guidance I needed to continue believing God
and to believe in myself as you always have. I’m blessed to have you in my life.
Thank you to the Black d/Deaf Community, the National Black Deaf Advocates
(NBDA), The Buckeye Black Deaf Advocates (BBDA) whose members embraced me
and shared their educational experiences with me along this journey. Their stories
encouraged me and enlightened me of the need for their stories to be told.
I am thankful to my dissertation committee: Dr. Elaine Richardson, chair, Dr.
Ralph Gardner III, Dr. Timothy San Pedro and Dr. Candace Stout for your tireless hours
of consultation, guidance and support. I want to thank my professors, faculty and
colleagues of The Ohio State University for your contributions to this work. I feel
fortunate to have been able to learn from and be challenged by you all.
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I would like to provide a special thank you to my co-researchers, all of the school
personnel and students who I have been fortunate to meet and build relationships with.
Without your support and cooperation none of this would be possible. It is my hope that
this project made and will continue to make a positive difference for Black d/Deaf
students our community.
There are times in your life when you meet people who you build lifetime bonds
with and Dr. Risa Shariff is just that person. She provided immense emotional support,
editorial support and tough love when needed. She believed in this project and me even
when I had my doubts.
Finally, I am forever thankful for my dear friend, Toska Broadway for starting
this whole PhD journey by signing me up for a graduate school open house and then
taking this journey with me every step of the way through the laughter and the tears she
was always there.

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Vita

1988 ............................................................... Ensley Magnet High School
1992 .............................................................. B.S. Special Education,
University of Montevallo
2010 ............................................................... M.A. Curriculum and Instruction,
Ashland University
2013 to present ............................................. Graduate Research Associate,
The Ohio State University
Publications

Cartledge, G., Kea, C., Watson, M., & Oif, A. (2016). Special education
disproportionality: A review of response to intervention and culturally relevant
pedagogy. Multiple Voices for Ethnically Diverse Exceptional Learners, 16(1), 1-
21.
Council, M., Gardner, R., Watson, M. (in press). The role of literacy on the
postsecondary opportunities of students with high incidence disabilities. In
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Antonio L. Ellis (Ed.), Transitioning children with disabilities: From early
childhood through adulthood. Sense Publishers.

Fields of Study

Major Field: Education Teaching & Learning
Specialization: d/Deaf Studies & Special Education
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Table of Contents

Abstract ............................................................................................................................... ii
Acknowledgments ............................................................................................................... v
Vita .................................................................................................................................... vii
List of Figures ................................................................................................................... xv
Chapter 1: Introduction ....................................................................................................... 1
Background of the Study ................................................................................................. 1
Statement of the Problem ................................................................................................ 5
Purpose of the Study ....................................................................................................... 8
Research Questions ......................................................................................................... 9
Significance of the Study .............................................................................................. 11
Definition of Terms ....................................................................................................... 12
Organization of Study ................................................................................................... 13
Chapter 2: Literature Review ............................................................................................ 15
Theoretical Framework ................................................................................................. 15
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