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The role of mentoring relationships in the career development of successful deaf persons

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dc.contributor.author Foster, Susan
dc.contributor.author MacLeod, Janet
dc.date.accessioned 2008-04-17T14:59:59Z
dc.date.available 2008-04-17T14:59:59Z
dc.date.issued 2004
dc.identifier.uri http://hdl.handle.net/1850/6039
dc.description.abstract A qualitative study of deaf graduates of Rochester Institute of Technology in New York State who became supervisors in primarily hearing work settings found that having a mentor was a primary and persistent element in their career success. In the deaf individual's early years, generally it was a family member or teacher who conveyed a belief in that individual abilities, encouraged effort, and helped instill self-esteem and confidence. Parents were often their strongest advocates, and teachers were their advisors and facilitators. In the work setting , a supervisor or coworker often served as a mentor by coaching, advising, and teaching the individual what they needed to know to succeed on the job. In many ways, these "informal" mentors provided the foundation that enabled the deaf individual to break through what are often barriers to career success despite their skills and abilities. The various forms of mentorship and their impact of deaf college graduates are explored. en_US
dc.language.iso en_US en_US
dc.publisher Oxford University Press en_US
dc.subject Work settings en_US
dc.subject Mentor en_US
dc.subject Self-esteem en_US
dc.subject Qualitative study en_US
dc.title The role of mentoring relationships in the career development of successful deaf persons en_US
dc.type Article en_US
dc.identifier.url http://dx.doi.org/10.1093/deafed/enh053

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