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Persistence of deaf students in science, technology, engineering, and mathematics undergraduate programs.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Persistence of deaf students in science, technology, engineering, and mathematics undergraduate programs./
Author:	Marchut, Amber E.
Description:	1 online resource (316 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355288018

Persistence of deaf students in science, technology, engineering, and mathematics undergraduate programs.
Marchut, Amber E.

Persistence of deaf students in science, technology, engineering, and mathematics undergraduate programs. - 1 online resource (316 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--Gallaudet University, 2017.

Includes bibliographical references

Diversifying the student population and workforce under science, technology, engineering, and mathematics (STEM) is a necessity if innovations and creativity are to expand. There has not been a lot of literature regarding Deaf students in STEM especially regarding understanding how they persist in STEM undergraduate programs to successfully become STEM Bachelor of Science degree recipients. This study addresses the literature gap by investigating six students' experiences as they navigate their STEM undergraduate programs. The investigation uses narrative inquiry methodology and grounded theory method through the lens of Critical Race Theory and Critical Deaf Theory. Using videotaped interviews and observations, their experiences are highlighted using narratives portraying them as individuals surviving in a society that tends to perceive being deaf as a deficit that needs to be treated or cured. The data analysis also resulted in a conceptual model providing a description of how they persist. The crucial aspect of the conceptual model is the participants learned how to manage being deaf in a hearing-dominated society so they can reach their aspirations. The essential blocks for the persistence and managing their identities as deaf undergraduate STEMs include working harder, relying on familial support, and affirming themselves. Through the narratives and conceptual model of the six Deaf STEM undergraduates, the goal is to contribute to literature to promote a better understanding of the persistence of Deaf students, members of a marginalized group, as they pursue their dreams.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355288018Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Persistence of deaf students in science, technology, engineering, and mathematics undergraduate programs.
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245 1 0 $a Persistence of deaf students in science, technology, engineering, and mathematics undergraduate programs.
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Fred Mangrubang.
502 $a Thesis (Ph.D.)--Gallaudet University, 2017.
504 $a Includes bibliographical references
520 $a Diversifying the student population and workforce under science, technology, engineering, and mathematics (STEM) is a necessity if innovations and creativity are to expand. There has not been a lot of literature regarding Deaf students in STEM especially regarding understanding how they persist in STEM undergraduate programs to successfully become STEM Bachelor of Science degree recipients. This study addresses the literature gap by investigating six students' experiences as they navigate their STEM undergraduate programs. The investigation uses narrative inquiry methodology and grounded theory method through the lens of Critical Race Theory and Critical Deaf Theory. Using videotaped interviews and observations, their experiences are highlighted using narratives portraying them as individuals surviving in a society that tends to perceive being deaf as a deficit that needs to be treated or cured. The data analysis also resulted in a conceptual model providing a description of how they persist. The crucial aspect of the conceptual model is the participants learned how to manage being deaf in a hearing-dominated society so they can reach their aspirations. The essential blocks for the persistence and managing their identities as deaf undergraduate STEMs include working harder, relying on familial support, and affirming themselves. Through the narratives and conceptual model of the six Deaf STEM undergraduates, the goal is to contribute to literature to promote a better understanding of the persistence of Deaf students, members of a marginalized group, as they pursue their dreams.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Higher education. $3 1148448
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