Stereotyping of the deaf student and Klineberg's "kernal of truth" hypothesis

Show simple item record Isaacs, Morton en_US 2006-11-17T19:47:53Z en_US 2006-11-17T19:47:53Z en_US 1974-10 en_US
dc.identifier.citation DEMAMA (Israeli Journal of the Deaf), October 1974, 2(6), 16-19 en_US
dc.identifier.uri en_US
dc.description.abstract Investigation of stereotyping has generally taken place either well after the process has occurred or within laboratory situations. The recent formation of the National Institute for the Deaf (NTID) within the Rochester Institute of Technology (RIT) offered a rare opportunity to investigate what occurs when a stigmatizable minority group is introduced into a majority culture. The deaf in general are readily distinguishable from the hearing due to their inability to easliy follow verbal communications, wearing of hearing aids, use of manual communication involving gestures in addition to or in place of sounds, and other observable behavior. Klineberg (1950) proposed a "kernel of truth" hypothesis with regard to a group stereotype. He stated that there should be found to be more than a random correspondance between a stereotype of a group and an o bjective measure of the group's characteristics. Harding et al (1969) point out that there have been few tests of this hypothesis. This research then is directed toward two hypotheses: (1) A stereotype of the "deaf student" has been formed on the RIT cmapus; and (2) This stereotype will correspond with an objective measure to the personality of the deaf. en_US
dc.format.extent 37730 bytes en_US
dc.format.mimetype application/pdf en_US
dc.language.iso en_US en_US
dc.publisher Oxford University Press en_US
dc.relation RIT Scholars content from RIT Digital Media Library has moved from to RIT Scholar Works, please update your feeds & links!
dc.relation.ispartofseries vol.2 no.6 en_US
dc.subject Deaf students en_US
dc.subject Stereotyping en_US
dc.title Stereotyping of the deaf student and Klineberg's "kernal of truth" hypothesis en_US
dc.type Article en_US

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