Black Deaf Students : A Model for Educational Success

Index

203 Index Please note that ‘i’ indicates an illustration and ‘t’ indicates a table. Academic achievement achievement gap, 1–2, 82–83 obstacles to, 136–147 protective factors, 85–86, 87t, 88–89 and race, 72–73 school factors, 82 standards, 13 Academic advisors, 118, 125 Academic Affairs New Direction plan, 8 Academic Affairs Planning Committee, 8–9 Academic integration, definition of, 118 Acceptance, 21 Acknowledgement, 21 “Acting White,” 71 Adaptation, 19 Administration academic success, 86, 87t, 88 postsecondary factors, 112 research recommendations, 168 school environment, 85–86 school factors, 87t school resilience program, 160 student achievement, 16, 19–20 Admission, postsecondary, 116 Advanced Placement (AP) courses African American students, 1 Gallaudet study, 99–100 Advice, 65 Advisors, 148 Advocacy resilience promotion, 65 school resilience program, 158 teacher’s role, 145 African American church, 127, 132–134 African American community, 127–129. See also Community factors; Community organizations; Community stakeholders African American culture. See also Cultural acceptance; Cultural pride personal information, 107 respect for, 106 school factors, 87t student differences, 106–107 African American deaf/hard of hearing students . See also Gallaudet University study achievement gap, 2, 3, 82–83 and church, 132–134 educational desires, 13–14 inadequately prepared, 174 insufficient research on, 38 low achievement factors, 11–12 low achievement impact, 14–17 and postsecondary education, 115 present status of, 7–8 and the racial factor, 72–73 research findings, 3, 6–7, 16 research recommendations, 167–169 resilience model, 151–152, 152i testing procedures, 14 underservicing of, 10 African American family. and deaf/hard of hearing children, 39–40 description of, 37–38 extended support structure, 48–49 facilitating academic transition, 144–145 family pride, 73 and postsecondary education, 117–118 protective factors, 105 research recommendations, 168 resilience promotion, 65, 68–69 Index 204 African American family (continued) strengths of, 38–39 study conclusions, 170, 171–174 African American family demographics, 170, 179–180 African American identity, 69t, 69–70 African American students achievement gap, 1–2, 82–83 barriers against, 104–105 and postsecondary education, 110 success factors, 2 African American teachers postsecondary factors, 125–126 school factors, 93–94, 95, 97 value of, 92 Age Gallaudet University study, 25 resilience research, 19 Amherst College graduation rates, 110 Assertiveness effective strategy, 142 individual factors, 68, 69t, 79–80, 81 postsecondary characteristics, 117 Assistive technology devices, 136, 140–141 “At-risk” resilience research, 17 term, 4, 5 At-risk population, school factors, 82 “At-risk” status Kauai study, 18 stressors, 20 Attention deficit disorder, 22 Behavior, 42 “Blaming the victim syndrome,” 5 Campus Climate Team and Work Groups, 8 Career education, 164–165 Career fairs, 165 Caregiver environment, 18 Caring about others, 68, 69t, 69–70, 77 Caring/supportive environment and postsecondary education, 117–118, 126 postsecondary factor, 111 school resilience program, 163 Caring/supportive relationships African American parents, 38–39 community factors, 127–128 family factors, 43, 44–49, 45t, 65 postsecondary education, 119–125 resilience program, 154–155, 155t school factors, 87t, 89, 90–93 school professional factors, 91t study conclusions, 171 VR services, 130–132 Case studies research design, 183–184 selection criteria, 184–186 “Chain-of-evidence” analysis, 189–190 “Children first, as,” 39 “Children placed at risk,” 5 Coaches postsecondary education, 118, 125 school factors, 90, 97 study conclusions, 175 Code-switch, 107 Colgate University, 110 Collaboration resilience program approach, 154 resilience promotion, 21 school factors, 87t, 88 school resilience program, 158–159, 165 Colleges enrollment rates, 7 graduation rates, 1, 82 and minority students, 109 participants’ backgrounds, 34–36 and resilience programs, 156t, 157t, 167 study conclusions, 170, 177–179 Communication academic obstacles, 137–138 academic skill development, 146–147 of African American parents, 38 facilitating academic transition, 144–145 family factors, 42–43, 45t, 49–50, 66 Gallaudet study method, 27–28, 32 resilience program model, 154–155, 155t school factors, 87t, 89–90, 98 school professionals’ protective factors, 91t school resilience program, 161, 163 study conclusions, 173 205 Index Communication skills individual protective factor, 68, 69t, 69–70 postsecondary characteristics, 116 resilience characteristic, 21 Community factors, study conclusion, 179 Community organizations and postsecondary education, 116 research recommendations, 168 resilience program, 165–167 study conclusions, 170, 172–173 Community stakeholders, 19–20 Competence Kauai study, 19 promotion of, 108 Concern for others, 116 Confidence individual protective factor, 77 resilience characteristic, 21 Confirmability, 189 Cooperative agreements, 147 Coping skills, 42 Coping strategies, 64–66 Counseling, 147 Course work academic...