• RSS

The purpose of the study was to explore Deaf faculty experiences in higher education to identify the common themes related to barriers and successes.  Social Phenomenology Theory and Deaf Critical Theory were used to discover common themes regarding accessibility problems and academic mobility in higher education environments.  Factors of academic mobility was broken down into several groups including faculty struggles, faculty barriers and successes, their desire to continue teaching, and ability to collaborate with Deaf and Hearing colleagues.  The explanatory sequential mixed methods study included Deaf faculty as participants who were teaching in colleges and universities across U.S. and some other regions not in the United States. Coding and triangulation were then used to discover recurring themes from the survey and interviews.  The data revealed frequent associations regarding access to interpreters and if it was or was not provided equitably, the need for mentoring, and the issue of onboarding – organizational socialization. 

PUBLICATION FUNDING

This conference proceeding was made possible with the financial support of the National Endowment for the Humanities, Digital Humanities Advancement Grants [#HAA-258756-8, 2018]; and Gallaudet University: the Office of the Chief Bilingual Officer, Yeker Anderson Club, and Department of American Sign Language and Deaf Studies.

PUBLICATION TEAM

Patrick Boudreault, Editor
Tawny Hlibok Holmes, Conference Co-Chair, & Assistant Editor
Matthew Malzkuhn, Conference Co-Chair, & Assistant Editor & Video Editor
Ivy Davis, Production Editor
Brianna Keogh, Production Editor
Andrew Biskupiak, Production Assistant
Dirksen Bauman, Advisor
T.S. Writing Services, LLC

REFERENCES

  • Garberoglio, C. Lou, Cawthon, S., & Sales, A. (2017). Deaf People and Educational Attainment in the United States: 2017. Washington, D.C.: U.S. Department of Education, Office of Special Education Programs, National Deaf Center on Postsecondary Outcomes. https://www.nationaldeafcenter.org/resource/deaf-people-and-educational-attainment-united-states
  • Gertz, E. N. (2003). Dysconscious audism and critical deaf studies: Deaf crit’s analysis of unconscious internalization of hegemony within the Deaf community (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3100674)
  • Hauser, P., O’Hearn, A., McKee, M., Steider, A., & Thew, D. (2010). Deaf Epistemology: Deafhood and Deafness. American Annals of the Deaf, 154(5), 486–492. doi: https://doi.org/10.1353/aad.0.0120
  • Moustakas, C., (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
  • Smith, D. H., & Andrews, J. F. (2015). Deaf and hard of hearing faculty in higher education: enhancing access, equity, policy, and practice. Disability & Society, 30(10), 1521–1536. doi: https://doi.org/10.1080/09687599.2015.1113160
  • Vaughn, B. (2007). High impact cultural competence consulting and training. San Francisco, CA: DTUI Publications Division.