Exploring the Racial Microaggressions American Sign Language–English Interpreters Commit

This phenomenological case study explores the racial microaggression committed by ASL– English interpreters. Data regarding microaggression events were collected by documenting experiences of Deaf People of Color through semi-structured interviews. To date, there is not any identified research investigating this topic. The field of professional sign language interpretation has a historical praxis of centering White epistemologies, while marginalizing the lived experiences of both Deaf and hearing People of Color in both formative interpreter education, as well as professional trainings. The growing interest in topics relating to social justice in the field of sign language interpretation has brought about an increase of investigations on issues of privilege and equity. Issues of social justice typically present solely as a binary comparison between lived experiences of Deaf and hearing people, without regard to their racial identity. This research aims to fill that gap. Seventeen microaggression events were shared by participants which fell into the categories of microinsults, microinvalidations and three unique themes. By recognizing the racial microaggressions ASL–English interpreters commit, practitioners are better situated to mitigate oppressive actions and practice with enhanced equity

Factors Affecting Deaf and Hard-of-Hearing Students’ Selection of a Deaf-Serving Institution: Deaf Identity Influences on College Choice

Student-university fit leads to increased satisfaction with a student’s postsecondary institution and has a positive effect on college completion (Braxton, Vesper, & Hossler, 1995). As increasing numbers of deaf and hard-of-hearing students elect to attend college (Newman, Wagner, Cameto, Knokey, & Shaver, 2010), the relationship between college choice and completion points to a need to better understand how students make their college decisions. Using a qualitative phenomenological design, the present study examined factors that influence deaf and hard-of-hearing students’ college choice and explored how deaf identity influences selection of a deaf-serving institution (DSI). The theoretical framework for the study was deaf identity development theory, which postulates that people who are deaf or hard of hearing have varying degrees of awareness of and identification with Deaf culture and the Deaf community (Glickman, 1993). Study participants were deaf and hard-of-hearing freshman baccalaureate students at a DSI in the United States. Data was gathered using individual interviews and a document reflection activity. Analysis of the data revealed four themes that describe the study participants’ college choice process: Secondary School Influences, Preparation for Career and Life, Accommodation for and Acceptance of Individuals who are Deaf or Hard of Hearing, and Searching for Kindred. The findings point to the importance of educational environments that can appropriately serve the needs of deaf and hard-of-hearing students. The results also point to a fundamental role in higher education for DSIs, which serve both the educational and sociocultural identity needs of deaf and hard-of-hearing students

The Treatment of Sex Offenders within HM Prison Service: Responding to the Risks and Needs of a Diverse Population

This thesis considers the experiences of both staff and adult male prisoners involved in group-based sex offender treatment in prison, and explores the potentially diverse needs of different groups of prisoners. In-depth interviews were conducted with ten prisoner participants at a single prison, all of whom had completed the Core Sex Offender Treatment Programme (SOTP) (Mann & Thornton, 1998) and identified with at least one of three specified minority groups (BME, physically disabled, gay or bisexual). These groups were identified on the basis of current knowledge gaps. A second study involved interviews with fourteen members of staff drawn from different establishments, all of whom had experience of delivering Core SOTP. Interpretative Phenomenological Analysis (IPA) (Smith et al., 2009) was selected as an appropriate method of analysis. For prisoners, superordinate themes relating to the therapeutic process, group membership and identity, and group dynamics are reported. For staff, super-ordinate themes relating to power relationships, responding to needs, and managing the group are presented. For each study, data are presented as descriptive, phenomenological accounts alongside substantive verbatim quotes from interviewees. Separate discussion chapters are included for the purposes of engaging in higher order analysis, interpretation, and making relevant links to existing theory. For prisoners, this allows for a more detailed consideration of various narratives of identity, both at an individual and group level. Connections between wider experiences of prison, and diversity issues in the context of treatment are highlighted. For staff, identity is also discussed, but framed in terms of interactions with prisoners, other staff and feelings of professional competence. The exploratory investigation of data from two small samples allows for a rich and detailed analysis of complex and under-researched issues. A consideration of both studies in tandem also makes it possible to engage in a process of triangulation, revealing commonalities and contrasts in the ways in which both groups experienced related phenomena. In conclusion, recommendations for both further research and practice are considered

Black Deaf or Deaf Black? An investigation of identity in the British Black Deaf community

This thesis explores some of the life experiences of a group of Black1 Deaf2 individuals and the influences affecting their identity development. It also investigates the different attitudes to deafness within the Black hearing community. A quantitative survey was conducted with 57 respondents to explore attitudes to deafness amongst Black hearing people. The survey revealed that Black people perceived deafness as mild to moderate disability, a finding also echoed in the informants own accounts of interacting within the Black hearing community. The main study with the informants was conducted using qualitative methods. This explored the informants' childhood family experiences, education, employment, and interactions with the Black hearing and Deaf communities. The qualitative study questioned whether Black Deaf people should be referred to as Black Deaf or Deaf Black. It revealed that Black Deaf people assumed a diverse range of identities. For example, for some informants' the terms Black Deaf or Deaf Black had different meanings, but for others these terms were interchangeable. A group of informants resisted any attempts to categorize their identities. They constructed an identity, which did not prioritize race or deafness but was negotiated in different contexts. Many of the informants based their identity choices upon their personal experiences and attitudes towards the Deaf and the Black communities. Their experiences with these groups also influenced which community they felt more closely attached too. From exploring the personal identities of Black Deaf people a picture of their collective identity began to emerge. Three different groups of Black Deaf people were identified. These were labelled the Aspirers, Drifters and the Inbetweeners. These labels were chosen to encapsulate their characteristics and attitudes towards the development of the Black Deaf community. The study contested the possibility of a unified Black Deaf identity. It highlighted that the informants' identity formation was a continual process and open to constant negotiation. It indicated that other influences aside from race and deafness affected the informants' identity development, which must be considered in any further analysis of identity construction amongst Black Deaf people

Respecting the Voices of Individuals from Marginalised Communities in Research

International governments have committed to supporting the development of greater equity and inclusion in education. However—despite some progress—many individuals and communities continue to face discrimination, remaining on the margins of society. This collection of papers highlights the many challenges faced by persons perceived to be different from the majority population in their communities. This labelling of individuals has served to exclude many from engaging fully with the social and educational opportunities that the majority take for granted. The authors who have contributed to this Special Edition have challenged the stereotypical views of such individuals, ensuring that the voices of those who best understand the experience of living with discrimination can be heard.These papers demonstrate how listening to the voices of marginalised individuals can become an important first step towards a process of change. Such an action fundamentally challenges established procedures whereby opportunities to learn from the experiences of marginalised individuals have been neglected. We acknowledge that listening is only the starting point for a radical reengagement that enables marginalised individuals to fully participate in society. However, several of the authors who have contributed to this Special Edition have provided an indication of how the movement towards equity and inclusion may be advanced