A Review of Mentoring Deaf and Hard-of-Hearing Scholars

Autor/inn/en	Lynn, Matthew A.; Butcher, Elizabeth; Cuculick, Jessica A.; Barnett, Steven; Martina, Camille A.; Smith, Scott R.; Pollard, Robert Q., Jr.; Simpson-Haidaris, Patricia J.
Titel	A Review of Mentoring Deaf and Hard-of-Hearing Scholars
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 28 (2020) 2, S.211-228 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2020.1749350
Schlagwörter	Deafness; Hearing Impairments; Mentors; Access to Education; Academic Accommodations (Disabilities); Cultural Influences; Scientists; Job Skills; Training; Sign Language; 21st Century Skills; Organizational Change; Language Usage; Deaf Interpreting; Assistive Technology; Environmental Influences; College Environment; College Faculty + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Education; Access; Bildung; Zugang; Bildungszugang; Cultural influence; Kultureinfluss; Scientist; Wissenschaftler; Produktive Fertigkeit; Ausbildung; Gebärdensprache; Organisationswandel; Sprachgebrauch; Environmental influence; Umwelteinfluss; Hochschulumwelt; Fakultät
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01