Social and Professional Participation of Individuals who are Deaf: Utilizing the Psychosocial Potential Maximization Framework

The Role of Social Capital in the Transition to Postsecondary Education of Students Who Are Deaf or Hard of Hearing

“…Adolescents who are DHH are sometimes subject to lower expectations from parents or teachers because of their deafness and may themselves circumscribe their career aspirations because of concerns related to their deafness (Jacobs et al, 2012;Punch et al, 2006). For these young people, the type of bridging social capital that provides exposure to a wide range of careers and postsecondary education options can be particularly valuable.…”