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Community Cultural Wealth and Deaf Adolescents’ Resilience

  • Jason ListmanEmail author
  • Katherine D. Rogers
  • Peter C. Hauser
Chapter

Abstract

Adolescence is the period when a child’s identity is developing and evolving. During the identity development period, deaf students could also build resilience as deaf individuals living in a society where the majority is hearing. This chapter, which focuses primarily on academic success, discusses the protective factors that ethnic minorities acquire from their cultural communities. These protective factors seem to support minority groups in building resilience. With this concept in mind, could the same factors apply to deaf adolescents’ psychosocial and resilience development? Clearly, cultural capital and community cultural wealth plays a huge role in these areas of development and there is some empirical support in relation to this notion. These findings appear to support a theoretical framework which could be helpful in designing deaf adolescents’ resilience-building programs. The authors propose that deaf-centric aspirational, family, social, linguistic, resistant, and navigational capitals can be learned from the deaf community, role models, and teachers and parents. The availability of such resources could promote resilience and foster academic success in deaf adolescents.

Keywords

Cultural Capital Attachment Style Deaf Child Deaf People Deaf Community 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgments

This work was partially supported by the National Science Foundation under grant number SBE-0541953 to the Gallaudet University Science of Learning Center on Visual Language and Visual Learning. Special thanks to Betsy MacDonald, Alys Young, and Team HaDo for feedback on earlier drafts of this chapter.

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Copyright information

© Springer New York 2011

Authors and Affiliations

  • Jason Listman
    • 1
    Email author
  • Katherine D. Rogers
  • Peter C. Hauser
  1. 1.Department of American Sign Language and Interpreting EducationNational Technical Institution of the Deaf (NTID)RochesterUSA

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