Seeing the World Through Deaf Eyes: Chile Study-Abroad Experiences of Deaf Students

251 Pages·2016·3.54 MB·English

by  Joan Marie Naturale

St. John Fisher College
Fisher Digital Publications
Education Doctoral Ralph C. Wilson, Jr. School of Education
12-2014
Seeing the World Through Deaf Eyes: Chile Study-
Abroad Experiences of Deaf Students
Joan Marie Naturale
St. John Fisher College, [email protected]
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Seeing the World Through Deaf Eyes: Chile Study-Abroad Experiences of
Deaf Students
Abstract
Research has indicated that a global education, including study-abroad programs, is increasingly crucial in
today’s world and offers intercultural, personal, academic, and career-related benefits to participants. However,
there has been a paucity of academic research on best-class and study-abroad program designs for the deaf and
hard-of-hearing students. The research to date has not included the experiences and perceptions of deaf
students who participated in study-abroad programs. The purpose of this study was to examine the perceived
supports and barriers to study-abroad experiences of deaf students. Information gathered from the unique
perspective of deaf study participants was used to assist in designing optimal classes and study-abroad
programs that consider the cultural, visual, and linguistic needs of these students. This study incorporates
Yosso’s community cultural wealth theory and investigates how deaf study participants develop social, familial,
aspirational, linguistic, navigational, intercultural, and/or resistant capital, which are components of
community cultural wealth (Listman, Rogers, & Hauser, 2011; Yosso, 2005, 2006). The researcher employed a
qualitative methodology, specifically, phenomenology. Interviews were conducted with participants who are
deaf students and have experienced study-abroad programs using the direct signing model. The phenomenon
of interest is the sign-accessible Chile abroad experience of deaf students. Interview questions exploring the
development of various capital were also asked (Listman et al., 2011; Yosso, 2005, 2006). At the conclusion of
the study, the researcher viii recommends best practices in class- and study-abroad program designs from the
deaf students’ perspectives.
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Executive Leadership
First Supervisor
Michael Wischnowski
Second Supervisor
Timothy Madigan
Third Supervisor
Mindy J. Hopper
Subject Categories
Education
This dissertation is available at Fisher Digital Publications:http://fisherpub.sjfc.edu/education_etd/213
This dissertation is available at Fisher Digital Publications:http://fisherpub.sjfc.edu/education_etd/213
Seeing the World Through Deaf Eyes: Chile Study-Abroad Experiences of Deaf Students

By

Joan Marie Naturale

Submitted in partial fulfillment
of the requirements for the degree
Ed.D. in Executive Leadership

Supervised by
Dr. Michael Wischnowski

Committee Member
Dr. Timothy Madigan

Reader
Dr. Mindy J. Hopper

Ralph C. Wilson, Jr. School of Education
St. John Fisher College

December 2014
Copyright by
Joan Marie Naturale
2014
ii
Dedication
This study is dedicated to my late parents, Aileen Schutz Naturale and Anthony
Daniel Naturale. They valued education, which is evident in the way they were involved
in my life, and always provided me with love, encouragement, and support. You always
believed in me and my capabilities and said, “If you really want to do something, you can
do it.” I have so much love and gratitude for you both being in my life.
I also want to express my gratitude to my siblings, Suzanne Naturale, her
husband, John Henderson, and Anthony Naturale, as well as my wonderful nephews,
Angelo Yut Naturale, Doon Anthony Naturale, and Lucky, the family dog. You have
provided me with love, support, gourmet meals, and relaxing holiday breaks throughout
my inner and outer journey. Anthony and Suzanne, thank you so much for reading my
dissertation drafts, providing feedback, and participating in discussions that helped me
stay on track. And I must give a nod to my sweet fluffy Persian cat, Smokey, who
cuddled with me as I worked. I love you all.
I am so grateful to have had the opportunity to meet and confer with brilliant Deaf
role models who have inspired me: Dr. Robert F. Panara, whose pioneering works in
Deaf Studies live on in the students’ and colleagues’ lives he touched so deeply, and Dr.
Harry G. Lang, who has made so many discoveries in the world of Deaf biographies and
added so much depth and richness to the field of Deaf Studies. Harry suggested I look for
the connection between study abroad and travel experiences and the careers of Deaf
people, and I found such connections in his scholarly works. A Deaf role model I admire
iii
is Ruth F. Benedict who led a fascinating life as an intercultural specialist noting cultural
patterns. I hope this study contributes in a small way to the body of knowledge on Deaf
cultural patterns.
My deep gratitude go to the many supportive colleagues and friends of the NTID,
RIT (The Wallace Center), and Deaf communities who pushed me to start and continue
my studies, particularly, Dr. Adwoa Boateng, Dr. Mindy Hopper, Dr. Mary Karol
Matchett, Ms. Jeanne Behm, Dr. Deirdre Schlehofer, Ms. Leisa Boling, Ms. Solange
Skyer, Dr. Jason Listman, Dr. Peter Hauser, and Dr. Kim Kurz. You gave me sage
advice, mentored me, and allowed me to share my frustrations and joys during countless
breaks, lunches, and dinners. Dr. Deirdre Schlehofer convinced me to travel to Paris for
an impromptu trip to celebrate Abbe de l’Epee’s birth anniversary during my doctoral
journey. I would like to express my appreciation to Dr. James DeCaro, who was my
dissertation mentor, and allowed me to evaluate the innovative and unique bilingual and
bicultural Siena, Italy program as a participant-observer for my coursework and
introduced me to the ASL Health Literacy research team. Thanks to Dr. Poorna
Kushalnagar who taught me how to conduct a study and write an article about the ASL
Health Literacy websites with the student population. Finally, many thanks to Dr. Gerard
Buckley who gave me permission to pursue the Chile study after I conferred with the
Chile team.
I am indebted to Mr. Michael Stein, J.D., Mr. William Clymer, and Dr. Denise
Kavin, who opened up their pre-departure class for observations and shared information
about their pilot Chile study-abroad program design. Through them I was able to
iv
interview the deaf student-participants and conduct the study that is included in this
dissertation.
I also want to express my deepest appreciation to The Wallace Center work
colleagues: Ms. Margaret Bartlett, Ms. Shirley Bower, and Dr. Lynn Wild for their
support during my Ed.D. journey. They allowed flexibility in my scheduling, offered
printing and technology support, and leave for professional development related to my
coursework. My deep gratitude goes to the fabulous and talented interpreters I was
fortunate to have throughout my doctoral journey: Ms. Tanya Andrews, Ms. Karen Finch,
Ms. Kathryn Pedersen, and Ms. Tracy Villinksi. Thanks to my cohort team for their
positive spirit and encouragement, Dr. Leah Barrett, Dr. Ulises Miranda, and Dr. Deborah
Oliverio-Olivieri, who took the best notes for me all throughout the program.
I want to extend my deepest appreciation to my dissertation chair, Dr. Michael
Wischnowski, committee member, Dr. Timothy Madigan, and reader, Dr. Mindy J.
Hopper. I feel honored to have had your thoughtful and wise counsel, your invaluable
feedback, your encouragement, and your friendship on this scholarly journey as a
qualitative researcher.
And finally, I want to thank God for the countless gifts, blessings, and
opportunities He has bestowed upon me as I journey the world.

v
Biographical Sketch
Joan Marie Naturale is the National Technical Institute for the Deaf (NTID)
liaison and librarian at Rochester Institute of Technology (RIT) and has worked there
since 1999. Ms. Naturale attended Gallaudet University and graduated with a Bachelor of
Arts degree in English in 1980. She attended Western Maryland College and obtained a
Master of Education degree with specialization in Deaf Education in 1983. Starting her
educational career as an English instructor at the Alabama School for the Deaf, she
moved to Northwestern Connecticut Community College, teaching English development
classes, and at the Austine School for the Deaf where she worked as an English teacher
and school librarian. While working at the Austine School for the Deaf, she attended the
University of Rhode Island Information and Library Studies program and obtained an
MILS in 2001.
Ms. Naturale came to St. John Fisher College in the summer of 2012 and began
doctoral studies in the Ed.D. Program in Executive Leadership. Ms. Naturale pursued her
research Seeing the World Through Deaf Eyes: Chile Study-Abroad Experiences of Deaf
Students under the direction of Dr. Michael Wischnowski, Dr. Timothy Madigan, and Dr.
Melinda Hopper and received the Ed.D. degree in 2015.

vi
Abstract
Research has indicated that a global education, including study-abroad programs,
is increasingly crucial in today’s world and offers intercultural, personal, academic, and
career-related benefits to participants. However, there has been a paucity of academic
research on best-class and study-abroad program designs for the deaf and hard-of-hearing
students. The research to date has not included the experiences and perceptions of deaf
students who participated in study-abroad programs.
The purpose of this study was to examine the perceived supports and barriers to
study-abroad experiences of deaf students. Information gathered from the unique
perspective of deaf study participants was used to assist in designing optimal classes and
study-abroad programs that consider the cultural, visual, and linguistic needs of these
students. This study incorporates Yosso’s community cultural wealth theory and
investigates how deaf study participants develop social, familial, aspirational, linguistic,
navigational, intercultural, and/or resistant capital, which are components of community
cultural wealth (Listman, Rogers, & Hauser, 2011; Yosso, 2005, 2006).
The researcher employed a qualitative methodology, specifically,
phenomenology. Interviews were conducted with participants who are deaf students and
have experienced study-abroad programs using the direct signing model. The
phenomenon of interest is the sign-accessible Chile abroad experience of deaf students.
Interview questions exploring the development of various capital were also asked
(Listman et al., 2011; Yosso, 2005, 2006). At the conclusion of the study, the researcher
vii