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Dissertation/Thesis Abstract

The impact of the self-fulfilling prophecy on black deaf male students
by Amissah, Kojo, D.M., University of Phoenix, 2013, 204; 3579716
Abstract (Summary)

This qualitative descriptive study purposed to explore the perceptions of a purposive sample of20 Black Deaf male students and alumni in postsecondary in Washington, District of Columbia to determine if the self-fulfilling prophecy theory contributed to their pedagogy. A qualitative survey was administered and the data was analyzed with Excel. Fifteen self-fulfilling prophecy themes emerged from the analysis: (a) syllabic expectations, (b) self expectations, (c) no-low-high expectations, (d) eye contact-acknowledgement, (e) attitudinal indifference, (f) public praise-positive-negative comments, (g) personalized one-on-one attention, (h) pop quiz reminders, (i) office hours-after class counseling, (j) team assignments, (k) verbal-written-positive-negative feedback, (1) private-public-verbal-written reinforcements, (m) probing, (n) reminders, and (o) self-motivation. The results indicated that Black Deaf male students and alumni perception about their educational experience in the classroom were positive, Galatea effects.

Indexing (document details)
Advisor: Bothel, Richard
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 75/06(E), Dissertation Abstracts International
Subjects: Education Policy, Special education, Education philosophy
Keywords: Achievement gap, Black deaf males, Deaf education, Self-fulfilling prophecy
Publication Number: 3579716
ISBN: 978-1-303-80121-1
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