Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2025
Committee Chair or Co-Chairs
Dr. Paul Garton
Committee Members
Dr. Pamela Mims, Dr. Don Good
Abstract
Deaf faculty members bring diverse perspectives to higher education, yet their experiences remain underexplored in academic research. The critical first year of teaching can shape their career experiences, revealing both opportunities for growth and systemic barriers. The purpose of this study was to understand deaf faculty members’ experiences, focusing on their transition into academic roles, the accommodations provided in their workplaces, and the challenges they faced. This study employed a qualitative phenomenological design, utilizing semi-structured interviews with 15 Deaf faculty members, whose teaching experience ranges from 1 to 30 years. In the reflexive thematic analysis and AI-coding of this data, the common themes identified included transition challenges, inconsistent mentorship support, accessibility and faculty workplace accommodations, deaf identity representation, and navigating tenure and promotion. Findings showed several key themes: transition challenges, mentorship and support, workplace accommodations, Deaf identity and representation, and tenure navigation in higher education. Through rich, firsthand narratives, this study offers actionable recommendations to enhance institutional practice and research and foster an inclusive higher education work climate for deaf faculty members.
Document Type
Dissertation - unrestricted
Recommended Citation
Horvath, Stephanie Proctor, "Deaf Faculty Members’ Experiences in Higher Education Institutions" (2025). Electronic Theses and Dissertations. Paper 4553. https://dc.etsu.edu/etd/4553
Copyright
Copyright by Stephanie Proctor Horvath
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Community College Leadership Commons, Disability and Equity in Education Commons, Disability Law Commons, Disability Studies Commons, Educational Administration and Supervision Commons, Educational Leadership Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons