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Career and Workplace Experiences of Australian University Graduates Who Are Deaf or Hard of Hearing

Overview of attention for article published in Journal of Deaf Studies & Deaf Education, April 2007
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Article details
Title
Career and Workplace Experiences of Australian University Graduates Who Are Deaf or Hard of Hearing
Published in
Journal of Deaf Studies & Deaf Education, April 2007
DOI 10.1093/deafed/enm011
Pubmed ID
Authors
Abstract

This article reports on the experiences of a group of deaf and hard-of-hearing alumni of Griffith University in south-east Queensland, Australia. Participants completed a survey answering questions about their communication patterns and preferences, working lives, career barriers or difficulties anticipated and encountered, and workplace accommodations used or sought. Results revealed a range of career barriers and workplace difficulties encountered by these participants, as well as solutions found and strategies used by them. Differences in employment sector, job-search activities, difficult workplace situations, and use of accommodations were noted between 2 groups: those who communicated primarily in Australian Sign Language and considered themselves to have a Deaf or bicultural identity and those who communicated primarily in spoken English and considered themselves to have a hearing identity. Implications for university services supporting deaf and hard-of-hearing students are outlined, and suggestions for further research are made.

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X Demographics

X Demographics

The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 122 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Geographical breakdown
Country Count As %
Netherlands 2 2%
Canada 2 2%
Unknown 118 97%

Demographic breakdown

Readers by professional status
Readers by professional status Count As %
Student > Ph. D. Student 22 18%
Unspecified 16 13%
Student > Bachelor 16 13%
Student > Master 11 9%
Professor > Associate Professor 7 6%
Other 27 22%
Unknown 23 19%
Readers by discipline
Readers by discipline Count As %
Social Sciences 24 20%
Psychology 17 14%
Unspecified 16 13%
Medicine and Dentistry 9 7%
Business, Management and Accounting 7 6%
Other 23 19%
Unknown 26 21%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 28 August 2012.
All research outputs
#27,311,445
of 33,928,890 outputs
Outputs from Journal of Deaf Studies & Deaf Education
#627
of 808 outputs
Outputs of similar age
#103,557
of 110,327 outputs
Outputs of similar age from Journal of Deaf Studies & Deaf Education
#9
of 12 outputs
Altmetric has tracked 33,928,890 research outputs across all sources so far. This one is in the 16th percentile – i.e., 16% of other outputs scored the same or lower than it.
So far Altmetric has tracked 808 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.4. This one is in the 18th percentile – i.e., 18% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 110,327 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 5th percentile – i.e., 5% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 12 others from the same source and published within six weeks on either side of this one. This one is in the 25th percentile – i.e., 25% of its contemporaries scored the same or lower than it.