聋大学生的自我认同与同伴关系研究
发布时间：2018-07-21 16:18
【摘要】：聋大学生作为大学生族群中特殊的一部分人，，他们身上有不同于听人大学生的特征。聋人的社会化发展实质上离不开“耳聋”这一现实，他们与主流社会的沟通障碍，根源上是由耳聋所引起的。研究者通过国内外文献的查阅，发现聋人是否接受自己耳聋的现实、对手语使用的态度以及对自己是谁等问题的不同态度，表明了聋人的身份认同问题是他们社会性发展的核心问题。目前，由于聋大学生进入大学后遭遇的各种困境，对他们的文化身份认同（deaf identity）进行研究是聋人高等教育的必然。毫无疑问，对聋大学生进行研究，是绝不能脱离聋人这个群体的文化特征的。由此，提出本研究的三个目的：确定聋人群体文化的客观存在性；分析哪些因素影响聋大学生的自我身份认同；探讨聋大学生自我认同与其同伴关系的相互作用机制。 本研究结论如下： 1、聋大学生群体有他们独特的、区别于主流社会生活的沟通方式，这种方式反映了聋文化的客观存在性。 2、聋文化的特征具体表现为三方面：①聋、听间的沟通障碍是客观存在的。②手语是聋人的第一语言。③对耳聋抱有怎样的态度也是聋人文化的基本内容。 3、有听人兄弟姐妹的聋大学生，比没有听人兄弟姐妹的聋大学生对听人社会文化表现出更高的认同。 4、聋人的教育安置形式对其自我认同有着显著的影响。一直在聋校就读的聋大学生更加认可自己的聋人身份，相比于有过普校就读经历的聋生而言。 5、家庭中父母与聋大学生的交流方式，对其自我认同有着显著的影响。父亲倾向与聋认同的孩子使用笔谈方式，母亲则倾向使用手语进行沟通。 6、聋大学生高同伴关系满意度与其双文化的认同倾向有显著的正相关。 7、聋教育的安置形式与聋大学生的同伴关系满意度不存在显著相关；家庭中父母的受教育程度、与聋大学生的交流方式，两项分别与聋大学生的同伴关系满意度都不存在显著相关。 8、认同聋文化并没有给聋大学生带来较高的同伴关系满意度。
[Abstract]:As a special part of the college students, deaf college students have different characteristics from the students of the National people's Congress. The social development of deaf people can not be separated from the reality of deafness. The communication obstacle between them and mainstream society is caused by deafness. Through literature review at home and abroad, researchers found that deaf people accept the reality of their deafness, their attitudes towards sign language use and their different attitudes towards who they are. It shows that the identity of deaf people is the core of their social development. At present, due to the difficulties encountered by deaf students after entering university, it is inevitable for deaf students to study their cultural identity (deaf identity). There is no doubt that the study of deaf college students must not be divorced from the cultural characteristics of deaf people. Therefore, three purposes of this study are put forward: to determine the objective existence of deaf group culture; to analyze which factors affect the self-identity of deaf college students; and to explore the interaction mechanism between self-identity and peer relationship of deaf college students. The conclusions of this study are as follows: 1. Deaf college students have their unique communication style, which is different from mainstream social life. This way reflects the objective existence of deaf culture. 2. The characteristics of deaf culture are manifested in three aspects: 1. Communication barriers between hearing and hearing is an objective existence. 2 sign language is the first language of deaf people how to attitude towards deafness is also the basic content of deaf culture. 3. 3. Deaf college students with hearing brothers and sisters, Deaf college students showed a higher recognition of hearing society and culture than deaf students without hearing brothers and sisters. 4. The form of educational placement of deaf people has a significant impact on their self-identity. Deaf students who have been studying in deaf schools have more recognition of their deaf identity. Compared with deaf students who have studied in general schools, the way parents communicate with deaf students in their families has a significant impact on their self-identity. Fathers tend to write with deaf children, Mothers tend to use sign language for communication. 6. There is a significant positive correlation between high peer relationship satisfaction of deaf college students and their bicultural identity tendency. 7. The placement of deaf education is associated with peers of deaf students There was no significant correlation between relationship satisfaction and relationship satisfaction. The education level of parents in the family, the way of communication with deaf college students, There was no significant correlation between the two items and peer relationship satisfaction of deaf college students. 8. Recognition of deaf culture did not bring higher peer relationship satisfaction to deaf students.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G762
本文编号：2136085
[Abstract]:As a special part of the college students, deaf college students have different characteristics from the students of the National people's Congress. The social development of deaf people can not be separated from the reality of deafness. The communication obstacle between them and mainstream society is caused by deafness. Through literature review at home and abroad, researchers found that deaf people accept the reality of their deafness, their attitudes towards sign language use and their different attitudes towards who they are. It shows that the identity of deaf people is the core of their social development. At present, due to the difficulties encountered by deaf students after entering university, it is inevitable for deaf students to study their cultural identity (deaf identity). There is no doubt that the study of deaf college students must not be divorced from the cultural characteristics of deaf people. Therefore, three purposes of this study are put forward: to determine the objective existence of deaf group culture; to analyze which factors affect the self-identity of deaf college students; and to explore the interaction mechanism between self-identity and peer relationship of deaf college students. The conclusions of this study are as follows: 1. Deaf college students have their unique communication style, which is different from mainstream social life. This way reflects the objective existence of deaf culture. 2. The characteristics of deaf culture are manifested in three aspects: 1. Communication barriers between hearing and hearing is an objective existence. 2 sign language is the first language of deaf people how to attitude towards deafness is also the basic content of deaf culture. 3. 3. Deaf college students with hearing brothers and sisters, Deaf college students showed a higher recognition of hearing society and culture than deaf students without hearing brothers and sisters. 4. The form of educational placement of deaf people has a significant impact on their self-identity. Deaf students who have been studying in deaf schools have more recognition of their deaf identity. Compared with deaf students who have studied in general schools, the way parents communicate with deaf students in their families has a significant impact on their self-identity. Fathers tend to write with deaf children, Mothers tend to use sign language for communication. 6. There is a significant positive correlation between high peer relationship satisfaction of deaf college students and their bicultural identity tendency. 7. The placement of deaf education is associated with peers of deaf students There was no significant correlation between relationship satisfaction and relationship satisfaction. The education level of parents in the family, the way of communication with deaf college students, There was no significant correlation between the two items and peer relationship satisfaction of deaf college students. 8. Recognition of deaf culture did not bring higher peer relationship satisfaction to deaf students.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G762
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