Defining Academia Influences on Mobility, Identity, and Culture of Deaf Scholars in Higher Education
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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.
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.
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