Department of American Sign Language and Interpreting Education, and.
Communication Studies and Services, Rochester Institute of Technology's National Technical Institute for the Deaf, 52 Lomb Memorial Dr, Rochester, NY 14623.
CBE Life Sci Educ. 2024 Jun;23(2):ar22. doi: 10.1187/cbe.22-11-0235.
In recent years, an increasing number of deaf and hard of hearing (D/HH) undergraduates have chosen to study in STEM fields and pursue careers in research. Yet, very little research has been undertaken on the barriers and inclusive experiences often faced by D/HH undergraduates who prefer to use spoken English in research settings, instead of American Sign Language (ASL). To identify barriers and inclusive strategies, we studied six English speaking D/HH undergraduate students working in research laboratories with their eight hearing mentors, and their three hearing peers sharing their experiences. Three researchers observed the interactions between all three groups and conducted interviews and focus groups, along with utilizing the Communication Assessment Self-Rating Scale (CASS). The main themes identified in the findings were communication and environmental barriers in research laboratories, creating accessible and inclusive laboratory environments, communication strategies, and self-advocating for effective communication. Recommendations for mentors include understanding the key elements of creating an inclusive laboratory environment for English speaking D/HH students and effectively demonstrating cultural competence to engage in inclusive practices.
近年来，越来越多的聋人和重听人（D/HH）本科生选择在 STEM 领域学习，并追求研究领域的职业发展。然而，对于那些更喜欢在研究环境中使用英语口语而不是美国手语（ASL）的 D/HH 本科生所面临的障碍和包容性体验，很少有研究涉及。为了确定障碍和包容性策略，我们研究了六名在研究实验室中工作的讲英语的 D/HH 本科生，以及他们的八位听力导师和三位听力同伴分享他们的经验。三位研究人员观察了所有三组之间的互动，并进行了访谈和焦点小组讨论，同时还使用了沟通评估自我评估量表（CASS）。研究结果中确定的主要主题是研究实验室中的沟通和环境障碍，创建可访问和包容的实验室环境，沟通策略以及为有效沟通进行自我倡导。对导师的建议包括了解为讲英语的 D/HH 学生创建包容实验室环境的关键要素，并有效地展示文化能力，以开展包容实践。
