A Case Study of Mentoring Deaf Academics: The PAH!* (Success) Academic Writing Retreat

Abstract

While the goal of increasing numbers of underrepresented faculty members, especially Deaf professionals, has been accomplished to some extent, many are stymied in publishing their dissertation findings in peer-reviewed journals, and therefore have difficulty earning tenure. To address this need, a case study approach was utilized to investigate the development of Deaf professionals' academic writing during a five-day writing retreat. This paper discusses specific academic writing challenges including organizing ideas, finding an appropriate journal, editing, submitting, as well as handling peer reviews, rejections, and revisions. Information is provided on the final writing products, types of support, guidance, and mentorship that were employed. Findings showed that 75% of papers worked on during the retreat were successfully published in peer-reviewed journals. The importance of published work by Deaf scholars and plans for future retreats are described.

No Taxation Without Representation: Addressing the “Deaf Tax” in Academic Medicine

“…Hearing mentors should receive direct instruction in mentoring deaf professionals, including education about deafness, the deaf tax, and Deaf culture. 1,2,12,13…”

“…Quality mentoring experiences are important for academic success, especially for minority individuals. 1,2,13 Mentors who share demographic characteristics with their mentees can help support them in navigating academic institutions as a minority-known as "navigational capital. " 2,32 In a survey examining key factors of success for deaf scholars, 2 of the 4 factors identified were navigational capital and communication access (i.e., access to information and opportunities for informal learning).…”

“…Quality mentoring experiences are important for academic success, especially for minority individuals. 1,2,13 Mentors who share demographic characteristics with their mentees can help support them in navigating academic institutions as a minority—known as “navigational capital.” 2,32 In a survey examining key factors of success for deaf scholars, 2 of the 4 factors identified were navigational capital and communication access (i.e., access to information and opportunities for informal learning). 12 Beyond the basic expectations of becoming skilled clinicians, researchers, and academics, deaf professionals must also gain expertise in navigating institutions and ensuring equitable access to communication as a deaf person, devoting time to develop skills not typically necessary for academic success.…”

“…For the few deaf professionals who obtain faculty and senior leadership positions, they are often called on to provide mentorship without having had the benefit of mentoring and guidance themselves. 13 Scholarly Perspective…”

“…9,10 Academic medical centers, however, continue to lag in the knowledge, sensitivity, and infrastructure to support an equitable and inclusive environment. 2,3,[11][12][13][14] We are 3 deaf professionals from psychology, public health, and medical backgrounds who currently work within a large academic medical center. We have personally experienced various forms of deaf tax throughout our education, training, and work experiences.…”