Journal of Deaf Studies and Deaf Education 6:1 2001
© 2001 Oxford University Press
Empirical Articles |
Self-Concept of Deaf Secondary School Students in Different Educational Settings
The purpose of this study was to examine the effects of different educational settings on the self-concept of deaf secondary school students. The Self-Description Questionnaire-1 (Marsh, 1986), a multidimensional measure, was linguistically modified and sign language videos were produced for those using sign communication. In the main study, the participants were deaf secondary students from three school settings: segregated (institutional), congregated (a new facility housing the previously segregated school for the deaf and a hearing secondary school), resource programs (in mainstream schools, providing both special class instruction and opportunities for integration). Examining dimensions of self-concept, the results identified academic advantages in attending resource programs and social advantages in attending segregated settings. Overall, deaf students who were integrated with hearing students had better self-perceptions of reading ability than those in special classes. Additional analyses with subsamples of deaf students found no significant differences between those using spoken and sign communication in any dimension of self-concept.
I thank Dr. Perry Leslie, Dr. Janet Jamieson, Dr. Shelley Hymel, and Dr. Nand Kishor for their support with this research project; the staff and students at the Alberta School for the Deaf, the B.C. Provincial School for the Deaf, the resource programs at Gladstone Secondary, Mountain Secondary, and Burnaby South Secondary Schools, and the itinerant students, for their participation; and Dr. Susan Harter and Dr. Herbert Marsh for permission to use and make modifications to their tests. I also thank Dr. Bryan Clarke, for his continued support and inspiration with this and other projects, and Dr. Janet Jamieson for her comments on an earlier version of this article.
Received June 25, 2000; revised July 25, 2000; accepted July 27, 2000
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