Empirical Articles |
The Role of Mentoring Relationships in the Career Development of Successful Deaf Persons
National Technical Institute for the Deaf, Rochester Institute of Technology
A qualitative study of deaf graduates of Rochester Institute of Technology in New York State who became supervisors in primarily hearing work settings found that having a mentor was a primary and persistent element in their career success. In the deaf individual's early years, generally it was a family member or teacher who conveyed a belief in that individual's abilities, encouraged effort, and helped instill self-esteem and confidence. Parents were often their strongest advocates, and teachers were their advisors and facilitators. In the work setting, a supervisor or coworker often served as a mentor by coaching, advising, and teaching the individual what they needed to know to succeed on the job. In many ways, these "informal" mentors provided the foundation that enabled the deaf individual to break through what are often barriers to career success despite their skills and abilities. The various forms of mentorship and their impact on deaf college graduates are explored.
Correspondence should be addressed to Susan Foster, Department of Research, National Technical Institute for the Deaf, 96 Lomb Memorial Drive, Rochester, NY 14623 (e-mail: sbfnis{at}rit.edu).
Received January 13, 2004; revised June 4, 2004; accepted June 7, 2004