دور الخبرات التعليميّة في تعزيز الهويّة الثقافيّة لدى الطالبات الصّم وضعيفات السمع في المرحلة الجامعيّة
The current study aims at discovering the role of educational experiences in the enhancing of cultural Identity for deaf and hard of hearing students at the university stage, from the viewpoint of the deaf and hard of hearing female students who are enrolled in the higher education programs of deaf and hard of hearing students in King Saud University. The sequential explanatory design has been used, which is considered one of the most important mixed designs, whereas the quantitative data has been gathered using a measurement (prepared by the researcher) that has been applied on (105) female students (37 deaf, 68 hard of hearing) to discover the shapes of cultural identity they have, and its difference upon different number of variables. The qualitative data has been collected through applying the concentration groups with (20) students and the in-depth individual interviews with (11) students from the deaf and hard of hearing students among those who participated in the measurement to discover the role of educational experiences in enhancing their cultural identity. The quantitative data was analyzed through the iterations and percentages were calculated, and a Chi-square test was used to explore the differences between the forms of cultural identity and the various independent variables. Also, the qualitative data was analyzed through the thematic analysis (TA) method. The quantitative results show that there are three shapes of cultural identities found with the female students who are deaf or hard of hearing in the university stage, and they are in descending order as follows: the bilateral cultural identity, the hearing identity, and the deaf identity. In addition, the dependence of these forms on: the hearing status of the student, the hearing status of the parents, the used method of communication, and the kind of educational environment that the student joined in all the study stages. The results also did not reveal the dependence of forms of cultural identity on the chronological age of female students. Furthermore, it has been branched from the qualitative results; five main themes that form the effective educational experiences towards enhancing the cultural identity of the deaf and hard of hearing female students, that are represent in: the educational environment, relations with peers, relations with teachers, methods of communication, and technology. In addition, according to merging the quantitative and the qualitative results together, the results indicated that there are some differences in the shapes of the cultural identity that exist for deaf and hard of hearing students in the university stage with different educational experiences that they have been exposed to, with respect to: the educational environment, relations with Peer, relations with teachers, and methods of communication. Meanwhile, they do not change based on the technological means used. Moreover, the qualitative results indicated that the most effective educational experiences upon the cultural identity of the deaf and hard of hearing are the educational environment and methods of communication, while the least educational experiences in effect were the relation with the teachers. Accordingly, the study concluded that there is a need for more research in the viewpoints of as many as possible from the deaf and hard of hearing about their cultural identities through the mixed research designs and discovering the effect of different factors in enhancing such identities. (Author’s abstract)