Predictors of Developmental Course-Taking Among Deaf College Students

• In Event: After Access: Institutional Support for Marginalized College Students

Abstract

Based on measures of readiness for college-level coursework, many college students are placed in developmental courses, with higher enrollment rates among deaf students. Logistic regression analyses using data from the National Postsecondary Student Aid Study assessed predictors of developmental course-taking among deaf college students based on demographic variables, course-taking during high school, and type of degree pursued. Deaf students who had not taken college-level courses during high school, and were pursuing an associate’s degree, had greater odds of taking developmental coursework during college than those who had taken college-level courses during high school or were pursuing a bachelor’s degree. Strengthening policies and programs to meet the needs of deaf students are needed in order to increase student and institutional readiness.

Authors

• Carrie Lou Garberoglio, The University of Texas at Austin

• Bita Razavi-Maleki, The University of Texas at Austin