The Interaction of Race, Gender and Social Class Effects in the Education of Deaf Students

While racial effects have been noted in the education of the deaf in a variety of ways, gender effects are difficult to identify and social class effects are not discussed at all. Further, it is possible that these effects interact to produce unique effects. To examine these issues, a re-analysis of...

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Bibliographic Details
Published in:American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 1994-12, Vol.139 (5), p.465-471
Main Author: Kluwin, Thomas N.
Format: Article
Language:English
Subjects:
Academic Achievement
Adolescent
Adolescents
African Americans
Biological and medical sciences
Children
Class Differences
Classroom communication
Deaf
Deaf education
Deafness
Education
Education, Special - standards
Educational Attainment
Educational psychology
Ethnic Groups
European Continental Ancestry Group
Female
Fundamental and applied biological sciences. Psychology
Hearing loss
High school students
High schools
Hispanic Americans
Hispanics
Humans
Interaction
Language attitudes
Longitudinal Studies
Male
Median family income
Parents
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Public Schools
Race
Racial Differences
Racial Factors
Secondary Education
Sex Differences
Sex Factors
Social Class
Social classes
Social interaction
Social research
Socioeconomic Influences
Students
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Description
Summary:While racial effects have been noted in the education of the deaf in a variety of ways, gender effects are difficult to identify and social class effects are not discussed at all. Further, it is possible that these effects interact to produce unique effects. To examine these issues, a re-analysis of data from a longitudinal study of 451 deaf adolescents in local public schools was conducted. Results support previous observations about racial and gender effects and suggest that social class is an effect in the education of the deaf. In addition, there is very limited evidence to suggest an interaction of the effects. What is perhaps more critical is that the concept of race in relation to deaf education is an ambiguous concept and needs to be considered in light of parental income, educational attainment, and language attitudes rather than as a global concept.
ISSN:0002-726X
1543-0375
1543-0375
DOI:10.1353/aad.1994.0003