Retaining Students of Color Who Are Deaf or Hard of Hearing in Higher Education

• Published in: The Journal of Negro education Vol. 89; no. 1; pp. 38 - 47
• Main Author: Thompson-Ochoa, Danielle
• Format: Journal Article
• Language: English
• Published: Washington Journal of Negro Education 01-01-2020; Howard University School of Education; Howard University, School of Divinity
• Subjects: Academic achievement; Black college students; College Students; Deafness; Educational Environment; Educational Needs; Educational Strategies; Emotional intelligence; Hearing disorders; Hearing Impairments; Higher education; Life transitions; Minority Group Students; Multiculturalism & pluralism; Online instruction; School Holding Power; Social interaction; Student Needs; Student retention; Students with disabilities; Teachers
• ISSN: 0022-2984; 2167-6437
• DOI: 10.7709/JNEGROEDUCATION.89.1.0038

Retaining students of color who are deaf or hard of hearing remains a concern for educators. Students who are deaf or hard of hearing require access to resources; however, integrated support in the college environment remains a concept for further discussion. Retention of these students may be less influenced by the student’s ability to perform academically and more influenced by the level of support provided. The support needs of students who are hard of hearing are defined according to educational needs, resources, social interaction, emotional intelligence, and the ability to cope with independence and isolation from familiar communities. In this context, the academic success of students of color who are deaf or hard of hearing relates directly to colleges’ abilities to promote supportive systems particularly during the transition to college life.