Saudi deaf students post-secondary transitioning experience: a grounded theory study

References

• Arthur, N., 2003. Preparing international students for the re-entry transition. Canadian journal of counselling, 37 (3), 173–185.
   Google Scholar
• Bat-Chava, Y., et al., 1999. An evaluation of a college preparatory and readiness program for deaf students. Journal of rehabilitation, 65 (2), 51–59.
   Web of Science ®Google Scholar
• Breckenridge, J., et al., 2012. Choosing a methodological path: reflections on the constructivist turn. Grounded theory review, 11 (1), 64–71.
   Google Scholar
• Bureau of Democracy, Human, Rights, and Labor, 2010. Country reports on human rights practices report: Saudi Arabia. Available from: https://www.state.gov/documents/organization/160475.pdf [Accessed 4 December 2017].
   Google Scholar
• Charmaz, K., 2003. Grounded theory: objectivist and constructivist methods. In: N.K. Denzin and Y.S. Lincoln, eds. Strategies of qualitative inquiry. London: Sage, 249–291.
   Google Scholar
• College Factual, 2016. Gallaudet University international student report. Available from: http://www.collegefactual.com/colleges/gallaudet-university/student-life/international/ [Accessed 4 December 2012].
   Google Scholar
• Foster, S., et al., 2003. Cross-cultural definitions of inclusion for deaf students: a comparative analysis. Deafness & education international, 5 (1), 1–19. doi: 10.1179/146431503790560745
   Google Scholar
• Garay, S.V., 2003. Listening to the voices of deaf students: essential transition issues. Teaching exceptional children, 35 (4), 44–48. doi: 10.1177/004005990303500407
   Google Scholar
• Hellstén, M., 2002. Students in transition: needs and experiences of international students in Australia. Paper presented at the 16th Australian International Education Conference, Hobart, Tasmania. Available from: http://www.idp.com/16aiecpapers/program/wednesday/teaching/Hellsten_p.pdf [Accessed 4 December 2017].
   Google Scholar
• House, K.E., 2012. On Saudi Arabia: its people, past, religion, fault lines and future. New York, NY: Knopf.
   Google Scholar
• Kawachi, I. and Berkman, L.F., 2001. Social ties and mental health. Journal of urban health: bulletin of the New York academy of medicine, 78 (3), 458–467. doi: 10.1093/jurban/78.3.458
   PubMed Web of Science ®Google Scholar
• Kwon, Y., 2009. Factors affecting international students’ transition to higher education institutions in the United States from the perspective of office of international students. College student journal, 43 (4), 1020–1036.
   Google Scholar
• Lin, F.R., et al., 2011. Hearing loss prevalence in the United States. Archives of internal medicine, 171 (20), 1851–1853. doi: 10.1001/archinternmed.2011.506
   PubMed Web of Science ®Google Scholar
• Luft, P., 2014. A national survey of transition services for deaf and hard of hearing students. Career development and transition for exceptional individuals, 37 (3), 177–192. doi: 10.1177/2165143412469400
   Google Scholar
• Mamiseishvili, K., 2012. International student persistence in U.S. postsecondary institutions. Higher education, 64 (1), 1–17. doi: 10.1007/s10734-011-9477-0
   Web of Science ®Google Scholar
• Marschark, M., et al., 2015. Predicting the academic achievement of deaf and hard-of-hearing students from individual, household, communication, and educational factors. Exceptional children, 81 (3), 350–369. doi: 10.1177/0014402914563700
   PubMed Web of Science ®Google Scholar
• Naffee, I., 2014. Number of Saudi students in U.S. reaches 111,000. Arab news. Available from: http://www.arabnews.com/news/558416 [Accessed 15 November 2017].
   Google Scholar
• Nagle, K., et al., 2016. College and career readiness: course taking of deaf and hard of hearing secondary school students. American annals of the deaf, 160 (5), 467–482. doi: 10.1353/aad.2016.0000
   PubMed Web of Science ®Google Scholar
• National Student Clearinghouse Research Center, 2014. First-year persistence and retention rates by starting enrollment intensity: 2009-2012. Available from: http://nscresearchcenter.org/snapshotreport-persistenceretention14/ [Accessed 4 December 2017].
   Google Scholar
• Project Atlas, 2016. Inbound mobility past years. Available from: https://www.iie.org/Research-and-Insights/Project-Atlas/Explore-Data/United-States/Inbound-Mobility-Past-Years [Accessed 5 December 2017].
   Google Scholar
• Razek, N.A. and Coyner, S.C., 2013. Cultural impacts on Saudi students at a Mid-Western American University. Academy of educational leadership journal, 17 (1), 103–117.
   Google Scholar
• Rugh, W.A., 2002. Education in Saudi Arabia: choices and constraints. Middle Eastern policy, 9 (2), 40–55. doi: 10.1111/1475-4967.00056
   Web of Science ®Google Scholar
• Stoynoff, S., 1997. Factors associated with international students’ academic achievement. Journal of instructional psychology, 24 (1), 56–68.
   Google Scholar
• Tinto, V., 1975. Dropout from higher education: a theoretical synthesis of recent research. Review of educational research, 45 (10), 89–125. doi: 10.3102/00346543045001089
   Google Scholar
• Unruh, S. and Obeidat, B.F., 2015. Adjusting to learning in the US: Saudi students speak out. Journal of higher education theory and practice, 15 (4), 45–56.
   Google Scholar
• World Health Organization, 2012. WHO global estimates on prevalence of hearing loss. Mortality and burden of diseases and prevention of blindness and deafness. Available from: http://www.who.int/pbd/deafness/WHO_GE_HL.pdf [Accessed 5 December 2017].
   Google Scholar