Studies On The Self-identity And Peer Relationships Of Deaf College Students

Deaf college students as a special part of college students, they have to listen topeople of different student characteristics. Deaf social development in essence isinseparable from the" deaf" this reality, they and the mainstream social communicationdisorders, the root is composed of deafness caused by. The researchers at home andabroad through the literature search, found that deaf people whether he will accept thereality of deafness, sign language use attitude and for who he is and the differentattitudes, showed that the deaf identity is the core of the development of the society. Atpresent, the deaf college students entering the university after the encounter all kinds ofdifficulties, to their cultural identity (deaf identity) on higher education for the deaf isinevitable. No doubt, the deaf college students’ study, cannot break away from the groupcharacteristics of the culture of the deaf. From this, put forward the three purpose of thisstudy is to determine the deaf community culture: the objective existence; to analyze thefactors which influence of deaf college students’ self identity; discussion of deaf collegestudents’ ego identity, peer interaction mechanism.The conclusions of this study are asfollows:1, deaf college students have their unique, different from the mainstream sociallife way of communication, which reflects the objective existence of deaf culture.2, deafculture is embodied in three aspects:1the deaf the communication barriers between isobjective existence. Sign language is the first language of deaf people. The attitude ofdeafness is the basic content of deaf culture.3, listen to the brothers and sisters of deafcollege students, than did hearing siblings of deaf college students’ listening to socialculture exhibited higher identity.4, deaf educational placement on the self-identity hassignificant influence. Has been in the school of deaf college students’ more recognizedtheir deaf identity, compared to have general school experience for deaf students.5,parents and deaf college students’ communication style, on their self-identity hassignificant influence. Father tendency and deaf identity children use writing style,mothers tend to use sign language to communicate.In6, double cultural identity and ofdeaf college students’ higher peer relationship satisfaction has a significant positivecorrelation.7, deaf education placement form and of deaf college students’ peerrelationship satisfaction does not exist significant correlation; the family of parents’education levels, and deaf college students’ communication style, two respectively andthe deaf college students’ peer relationship satisfaction did not exist significantcorrelation.8deaf culture, identity and not for deaf students brought higher peerrelationship satisfaction.