A review of mentoring deaf and hard-of-hearing scholars. Issue 2 (14th March 2020)

• Record Type: Journal Article
• Authors: Lynn, Matthew A.; Butcher, Elizabeth; Cuculick, Jessica A.; Barnett, Steven; Martina, Camille A.; Smith, Scott R.; Pollard, Robert Q; Simpson-Haidaris, Patricia J.
• Is Part Of: Mentoring & tutoring. Volume 28:Issue 2(2020)
• Page Start: 211
• Page End: 228
• Publication Date: 2020-03-14
• Subjects: American sign language -- communication accessibility -- deaf and hard-of-hearing persons -- designated interpreter -- faculty and student diversity -- workforce diversity; Mentoring in education -- Periodicals; Tutors and tutoring -- Periodicals; 371.1460941
• DOI: 10.1080/13611267.2020.1749350
• Languages: English
• ISSNs: 1361-1267

Abstract

ABSTRACT: Diversification of the scientific workforce usually focuses on recruitment and retention of women and underrepresented racial and ethnic minorities but often overlooks deaf and hard-of-hearing (D/HH) persons. Usually classified as a disability group, such persons are often members of their own sociocultural linguistic minority and deserve unique support. For them, access to technical and social information is often hindered by communication- and/or language-centered barriers, but securing and using communication access services is just a start. Critical aspects of training D/HH scientists as part of a diversified workforce necessitates: (a) educating hearing persons in cross-cultural dynamics pertaining to deafness, sign language, and Deaf culture; (b) ensuring access to formal and incidental information to support development of professional soft skills; and (c) understanding that institutional infrastructure change may be necessary to ensure success. Mentorship and training programs that implement these criteria are now creating a new generation of D/HH scientists.