Deaf Minorities: Culturally and Linguistically Diverse Populations in Schools for the Deaf

• In Event: 29.090 - Roundtable Session 9
  In Roundtable Session: 29.090-4 - Navigating Spatial and Symbolic Borderlands: Mobilization of Language Resources and New Literacies

Abstract

This ethnographic qualitative case study focuses on the relationship between Deaf culture, multi-cultural deaf students and parents, and leadership practices in four schools for the Deaf. The primary focus of this study sheds light on what can be learned about deaf multi-cultural students enrolled in schools for the deaf. Parents, school staff, and administrators were interviewed on their perceptions of Deaf culture, student culture, and leadership. English language and white middle-class culture were valued above other languages or minority cultures at three of four schools. American Sign Language was valued over minority languages. Our study has implications for students that have been traditionally marginalized and underrepresented. We found that culturally relevant leadership enhances the learning experiences of multi-cultural deaf students.

Authors

• Catherine Ann O'Brien, Gallaudet University

• Julie Tibbitt, Gallaudet University