Welcoming Deaf Students into STEM: Recommendations for University Science Education

Abstract

Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. However, deaf individuals still face challenges in university science education. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals. In addition to a lack of communication access, deaf students may also feel unwelcome in STEM, as do other underrepresented groups. In this essay, we review evidence from the literature and, where data are lacking, contribute the expert opinions of the authors, most of whom are deaf scientists themselves, to identify strategies to best support deaf students in university STEM education. We describe the journey of a hypothetical deaf student and methods for faculty to create a welcoming environment. We describe and provide recommendations for classroom seating and layout, accommodations, teaching strategies, and research mentoring. We also discuss the importance of including deaf scientists in research about deaf individuals.

Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters

“…While the interpreters interviewed here had to overcome challenges unique to the research environment, UREs that use interpreters sporadically may suffer from the same disadvantages, without the added advantage of developing more intimate knowledge of processes, procedures, and personalities of research teams. Likewise, the catalyst for connection provided by the availability of fulltime, consistent interpreters may ameliorate the sense of marginalization that deaf students have previously reported in heterogeneous research teams (14)(15)(16). The insights provided by the ASL interpreters interviewed here can be valuable as programs plan for including deaf students in UREs and help programs to weigh costs and benefits of providing full-time interpreters.…”

“…By managing communication amongst hearing individuals, they allowed deaf participants to be actively involved in the conversation. The interpreters' advocacy role may have the potential to alleviate deaf students' feelings of being left out of the research experience, as previously described (10,(14)(15)(16). The interpreters, however, did highlight the importance of respecting the role of the deaf individual to advocate for their own needs and/or educate their hearing peers about the Deaf community independently.…”

“…Deaf students who participate in UREs often join heterogeneous research teams consisting of hearing students and/or mentors who may or may not have awareness of Deaf culture (14). Most of these UREs do not provide sign language interpreters or other accommodations during the entire experience because of associated challenges such as costs, irregularity of schedules, and the lack of familiarity that many interpreters have with technical STEM fields (10,12,(14)(15)(16). Instead, many UREs rely on members of the research team who are familiar with the Deaf community or only have accommodations for workshops or meetings associated with the research experience (12)(13)(14)16).…”

Supplemental Online Learning Tools (SOLTs) to Support Deaf and Hard of Hearing Students in Introductory Statistics Courses

“…The processing and re-communication time involved in interpreting makes it challenging for DHH students to ask questions or interact in the classroom which may result in the student becoming passive (Saur, Layne, Hurley, & Opton, 1986). However, by pausing for 10 seconds before calling on any student to answer a question, instructors can better accommodate students who rely on interpreting, as well as others who may benefit from additional time to process the question (Braun, et al, 2018).…”

“…Finally, we must acknowledge that "interpreting cannot duplicate its source" (Marschark, et al, 2005, p. 76). The quality of classroom interpreting is affected by the interpreter's qualification and comfort with the content (Braun, et al, 2018). If an interpreter lacks knowledge of discipline-specific language, this may cause issues with conveying the concept, especially when the term has a different common meaning.…”