Chapter_9_Study_Guide - 1 Discuss the concepts of normalcy...

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1. Discuss the concepts of normalcy and diversity, and their influence on society’s perceptions of deafness. 2. What do Sussman and Brauer (1999) have to say about deafness and psychological health? Deaf adults have positive self-esteem, are comfortable with being deaf, can assert themselves, ask for help as needed, have effective interpersonal relationships and social skills, and demonstrate a positive zest for life 3. Describe ways in which environment, life-span issues, and social context affect identity development. Identities emerge through one’s perceptions of similarities and differences in comparison with others, depending on attributes such as gender, ethnicity, occupation, educational level, cultural affiliation, and a host of other variables. Social contexts- for example, the family, the school, the workplace, social settings, religious institutions, the sports arena, and so forth 4. According to Corker (1996), is deaf identity automatically a person’s core identity? How is deaf identity measured? According to corker, deaf identity is not necessarily a core identity; rather, its development depends on the extent to which deafness is salient in one’s daily life. 5. What criteria does Bat-Chava (2000) use to measure deaf identity? Using cluster analysis, derivedthree identity categories- culturally hearing, culturally deaf, and bicultural, as based on four criterion variables related to communication and socialization: importance of speech, group identity, and attitudes toward deaf people 6. Describe Neil Glickman’s four stages of cultural and racial identity development. Which does he posit to be the healthiest? Stage 1- culturally hearing stage, being deaf is seen as a medical condition or disability to be ameliorated, thereby minimizing the need for support services or sign language Stage 2- reflects cultural marginality, includes deaf persons who exist on the fringe of both deaf and hearing cultures, unable to fully integrate into either. Stage 3- immersed themselves within deaf culture, identify as deaf, and behave as they think authentic deaf people are supposed to.
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