Introduction

A study of the social assimilation experiences of deaf students was conducted on the campus of the Rochester Institute of Technology (RIT). As a part of this study, freshmen were instructed to reflect back on their high school careers and report on the extent of their involvement in school-sponsored activities. In addition, they were asked to provide reasons for their involvement or lack of involvement. Findings of hearing students were compared with those of students from schools for the deaf as well as those coming from mainstream environments.

The organization of this chapter is as follows: An overview of the literature related to the topic of social assimilation and social development of both deaf and hearing adolescents is presented. Empirical findings related to this topic are outlined. Data illustrating the differences between the high school experiences of three populations (hearing students, mainstreamed deaf students, and students from schools for the deaf) are also presented. A discussion of the findings concludes the chapter.

The Role of Schools in Social Development

Two of the primary tasks for students during the adolescent years, regardless of their hearing status, are developing social competence and gaining acceptance by their peers (Hunter, 1985; Mergendoller, 1982; Oetting & Beauvais, 1987). Among the most important functions of schools are providing opportunities for social development, creating an arena for social interactions and consequently for peer affiliations (Mergendoller, 1982; Leslie, Larson, & Gorman, 1976; Popenoe, 1974).