Deaf Latino Students: A Grounded Theory of Educators' Narratives
Author | : Magen Jennifer Hom |
Publisher | : |
Total Pages | : 222 |
Release | : 2018 |
ISBN-10 | : 0438662571 |
ISBN-13 | : 9780438662575 |
Rating | : 4/5 (71 Downloads) |
Book excerpt: "In the U.S., Latinos are growing in numbers. Within the deaf school-aged population, nearly 54% of students are racially and ethnically diverse, with approximately 30% of that population representing Latinos. Despite their growing presence in our schools, Latino students' cultures are often excluded from the curriculum. In addition to their exclusion, and due to negative stereotypes and assumptions, these students' cultures are viewed as a deficit, rather than an asset. Due to a deficit model view of Latinos in education, these students have been taught with a subtractive curriculum. This grounded theory methodology study explored educators' experiences with deaf Latino students using questionnaires and semi-structured interviews to establish a knowledge base of these experiences. The guiding research questions for this study were: 1. How do K-12 educators of the deaf describe their experiences working with deaf Latino students? 2. What do their narratives reveal? Data were collected and analyzed from 12 teachers from across the U.S. A theoretical model was developed describing the various ideologies of deaf Latino students within deaf education. From the research conducted for this study, using a grounded theory approach, it is clear that, while some educators within deaf education are progressive and apply critical theory to educational practices and instruction, it is not the norm. Participant narratives suggest ideologies based on deficit perspectives and colorblindness permeate deaf education. This research can assist educators working with deaf Latino students to recognize oppressive beliefs and practices that may be inherent within deaf education to start a dialogue prompting change." -- Abstract