The impact of the self-fulfilling prophecy on Black Deaf male students

This qualitative descriptive study purposed to explore the perceptions of a purposive sample of 20 Black Deaf male students and alumni in postsecondary in Washington District of Columbia to determine if the self-fulfilling prophecy theory contributed to their pedagogy. A qualitative survey was administered and the data was analyzed with Excel. Fifteen self-fulfilling prophecy themes emerged from the analysis: (a) syllabic expectations (b) self expectations (c) no-low-high expectations (d) eye contact acknowledgement (e) attitudinal indifference (f) public praise-positive-negative comments (g) personalized one-on-one attention (h) pop quiz reminders (i) office hours-after class counseling (j) team assignments (k) verbal-written-positive-negative feedback (1) private-public-verbal-written reinforcements (m) probing (n) reminders and (o) self-motivation. The results indicated that Black Deaf male students and alumni perception about their educational experience in the classroom were positive Galatea effects.