Retaining Students of Color Who Are Deaf or Hard of Hearing in Higher Education
Bibliographic Data
| ID | 4049305 |
|---|---|
| Authors | Thompson-Ochoa, Thompson-Ochoa Thompson-Ochoa (corresponding author) |
| Year | 2020 |
| Volume | 89 |
| Issue | 1 |
| Pages | 38 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Negro Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-2984 • E-ISSN: 2167-6437 |
| Publisher | Journal of Negro Education (PUBLISHER) |
| DOI | 10.7709/jnegroeducation.89.1.0038 |
| OpenAlex | W3036699553 |
| Language | EN |
| Citations received | 3 |
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
Audiology · Higher education · Mathematics education · Political science · Hearing Impairment and Communication · Medicine · Psychology
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |