Retaining Deaf and Hard of Hearing Students of Color in Higher Education.

1. Retaining Deaf and Hard of Hearing Students of Color in Higher Education. Danielle Thompson-Ochoa, Ph.D. Assistant Professor Department of Counseling

2. Overview: Racial Disparities in Higher Education • “College enrollment is racially polarized. White students are overrepresented in selective colleges — which have more resources to educate and support them — while African-American students are overrepresented in less-selective institutions. The table below comes from a 2013 study by Georgetown University’s Center on Education and the Workforce, which also found that this polarization has grown more pronounced since the mid-1990s”. (Supiano, B. Nov 10th, 2015. Chronicle of Higher Education, Leadership and Governance section)

3. {Copied and Pasted from Supiano, B. 2015 article in Chronicle of Higher Education} Selective Colleges Are Disproportionately White White students account for 75 percent of freshman enrollment at colleges in the top three tiers of selectivity, according to Barron's college guide. Just 7 percent of freshmen at such colleges are African-American. Data show freshman enrollment in 2009. Totals may not add up to 100 percent because of rounding. Source: Georgetown University's Center on Education and the WorkforceGet the data

4. Colleges and Universities all over the United States of America are seeking ways on finding a balance of having an even number of racial/ethnic students on campuses. • Gallaudet University, the only university for the Deaf/ Hard of Hearing and Deaf-Blind has been facing the challenge of retaining students of color at the university.

5. My research has been focusing on the statistics at Gallaudet University and nationwide, as well, as how other universities are retaining students of color. • Gallaudet University has implemented many programs tailored towards Deaf/Hard of Hearing Students of Color. Some programs have been successful while others have not.

6. About Gallaudet University (brief history) • Gallaudet University is the only university for the Deaf, Hard of Hearing and Deafblind. • During 1900’s, students were attending Gallaudet University to be in an all Deaf environment, i.e. an environment in which Deaf culture and sign language was used on a daily basis.

7. History of Gallaudet University • The education of White Deaf began in 1817 in Hartford, Connecticut with the establishment of the American School for the Deaf (ASD), (Van Cleve & Crouch, 1989). • Education of Black Deaf began after Civil War, in 1865 (McCaskill, Lucas, Bayley & Hill, 2013).

8. Going back to Segregation • In the days of segregation, some states mandated Black students be taught by a Black teacher (Anderson, 1989).This was no different for Black Deaf Students. • This has a profound impact on education among the Deaf when they arrived to Gallaudet University. The Black Deaf and White Deaf had different educational backgrounds.

9. Current graduation rates in the United States of America (undergraduate). • In 2007-2013: 59% first time, full time graduates: • Public college/university: 58% • Private college/university (non-profit) -65% • Private college/university (for profit) – 32% • Males: 56% and Females: 62% • (Source: US Department of Education, National Center for Education Statistics (2015). The Condition of Education 2015 (NCES 2015-144), Institution Retention and Graduation Rates for Undergraduate Students.

10. Graduation Rates by Race/Ethnicity/Gender (graduating within 4 years after start, both male and female Source: U.S. Department of Education, National Center for Education Statistics. (2017). Digest of Education Statistics.

11. Source: U.S. Department of Education, National Center for Education Statistics. (2017). Digest of Education Statistics.

12. Graduation Rates at Gallaudet University(Slide 1 of 5)

13. Graduation Rates: Gallaudet University(Slide 2 of 5)

14. Graduation Rates: Gallaudet University(Slide 3 of 5)

15. Graduation Rates: Gallaudet University(Slide 4 of 5)

16. Graduation Rates: Gallaudet University (Slide 5 of 5)

17. Retention at Gallaudet University(Slide 1 of 7) Students of Color * (SOC) includes: Black or African-American, Asian, Hispanic, American Indian or Alaska Native, Native Hawaiian or Pacific Islander, and two or more races.

18. Retention at Gallaudet University (slide 2 of 7) HUG:Hearing Undergraduate student. Non-HUG: any student that is not hearing, nor consider themselves Deaf or Hard of Hearing. One possibility is Deafblind, and the students prefer not to identify themselves as such.

19. Retention at Gallaudet University (slide 3 of 7)

20. Retention at Gallaudet University (slide 4 of 7)

21. Retention at Gallaudet University (slide 5 of 7).

22. Retention at Gallaudet University (slide 6 of 7)

23. Retention at Gallaudet University (slide 7 of 7).

24. Where are the Deaf/Hard of Hearing Students of Color? • Reframing the question to be: Where are the leaks in the pipeline?

25. Leaks in the Pipeline for Deaf and Hard of Hearing Students of Color • School tracking starting too late (pass fifth grade level). Non-disabled students are “tracked” academically at third grade level. • Low income Deaf/Hard of Hearing students have a low chance of seeking college resources. • Latino/ African-American students who are Deaf and Hard of Hearing are graduating with a certificate rather than a diploma (low expectations from elementary to high school). • Deaf/ Hard of Hearing children of color receive support services too late or never, which impacts their academic performance in school.

26. Deaf/Hard of Hearing Students arrive to campus (2 yr. & 4 year colleges & universities within the USA)

27. * Cultural conflict: Deaf/Hard of Hearing students attend various high schools. Some attend mainstreamed high schools with a large Deaf program supported with teachers of the Deaf, sign language interpreters, note takers, etc. Other mainstreamed programs place the Deaf student in regular classrooms with an interpreter (sign language/ oral/ cued speech, etc.). The student has no access to other Deaf peers. Deaf/Hard of Hearing students attending any college/university that is the opposite of the environment they are used to at the high school level, will experience cultural conflicts.

28. ** Institutional Culture: how does the college/university the student is attending supports students with all disabilities? If the attitude displays a dismissive attitude, this will affect the Deaf/Hard of Hearing student. Deaf/Hard of Hearing students who graduated from a school for the Deaf (where all classmates are Deaf), attending a mainstreamed university/college, they will be impacted by the institutional culture.

29. *** Normalizing help seeking behaviors: in the “disability world”, too often we know students with disabilities attending a college or university, do not like to seek help from disabilities services. They normalize the behaviors, which affects their ability to succeed.

30. Deaf/Hard of Hearing Students on campus • When Deaf and Hard of Hearing students arrive at any college campus, colleges and universities will refer the student to the disabilities office. However, when Deaf and Hard of Hearing Students of Color arrive on campus, the needs are different.

31. Questions to consider when Deaf/Hard of Hearing Students arrive on your campus • What pre-college factors impact student performance at your institution? • What factors exist within your institution that impact student performance at your institution? • Are there any individual factors impacting students at your institution?

32. Start with Standards • Harper and Kuykendall (2012) have studied Black males on college campuses. • They recommend diversity offices on campus should have standards for students of color on campuses. They have designed eight standards for Black Male Campus Initiatives. These standards are not limited to Black Males, can be applied to all genders and racial/ethnic groups.

33. Standards could be • Using data at your institution as a guide to developing institutional activities. • Engage students of color when designing and implementing institutional activities. • Develop a written strategy that is developed by various stakeholders at your institution (student affairs office to President’s office).

34. Not a “one size fits” all approach • Recognize students of color are not all the same. This is the same for Deaf/Hard of Hearing students of color.

35. Seek inspiration from role models • Seek out the faculty/staff of color on your campus and connect them with students of color on your campus. Ideal would be to have a Deaf person of color who could be connected to one of your Deaf students of color on campus.

36. Gallaudet University’s Programs for Students of Color • KTP: Keeping The Promise. • Multicultural Student Programs. • LGBTQA (Lesbian, Gay, Bisexual, Transgender, Queer/ Questioning and Asexual/Ally Resource Center.

37. KTP: Keeping the Promise • “The Keeping the Promise (KTP) programs were designed to increase, encourage, support and advance the inclusion and educational success of collegians who are members of groups which are underrepresented in terms of retention and degree conferment. However these programs is open to all students” - Olubenga Aina – Director of Keeping The Promise at Gallaudet University. • https://www.gallaudet.edu/diversity-and-equity/keeping-the-promise

38. Pros and Cons of KTP Program

39. Multicultural Student Programs (MSP). • “The goal is to “Create, promote, and encourage a supportive and friendly campus environment that is welcoming and attractive to people of all races, ethnicities, nationalities, religions, gender, sexual orientation, modes of communication and disabilities”. • Furthermore, MSP provides leadership training for students of color and international students, nurturing students of varying identities, foster an environment of tolerance, understanding and acceptance of different cultures, and to develop and strengthen alliances with internal and external communities to support diversity inside and outside of Gallaudet University. • https://www.gallaudet.edu/diversity-and-equity/multicultural-student-programs

40. Pros and Cons of MSP

41. LGBTQA Resource Center • “The Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, and Ally (LGBTQA) Resource Center strives to provide related programs, services, trainings, and activities on campus. The Resource Center houses a library as well as information for networking and referrals for the LGBTQA community at Gallaudet University and the broader campus. We strive to serve as a catalyst to ensure a responsive and supportive environment that promotes equity, inclusion, academic success, and social justice for individuals of all sexual orientations and gender identities and expressions at Gallaudet University.” • https://www.gallaudet.edu/diversity-and-equity/lgbtqa-resource-center

42. Pros and Cons of LGBTQA

43. What is needed to ensure these programs thrive? • Clear missions of each program. • Streamline all three programs to provide services that benefit all students, e.g. Dreamers Program that support undocumented students. • .

44. Mandatory leadership training in multiculturalism for all staff working in these programs (currently it is voluntary). • A Equity, Inclusion, Identity and Culture Leadership Training Certificate program should be established that will allow critical engagement between the staff of these programs and university stakeholders to begin critical discussions of retention of students of color on campus.

45. A strong collaborative relationship with KTP, MSP and LGBTQA and Academic Affairs departments need to occur. Currently at Gallaudet University, Academic Affairs functions solely on it’s own with very limited collaboration with the programs to support students of color.

46. Recommendations for Retaining Deaf and Hard of Hearing Students of Color at Two and Four year institutions.

47. Programs on Campus • Ensure your institution has programs on campus to support students of color. E.g. Multicultural Center, Black Student Union, Native American Center, etc. If none exist, establish a center that will provide these programs.

48. Strength Based Approach • Study the success rate of students of color who are Deaf and Hard of Hearing on your campus. What factors allowed them to be successful? • Study the challenges areas that can be improved. E.g. more scholarships, etc.

49. Understand Academic Expectations • What is the academic expectation of students at your institution? E.g. If your institution is religious based, is that the primary goal of the institution, to gain greater awareness of a higher being?

50. Question • Question the retention and graduation rates of students of color who are Deaf and Hard of Hearing (or have any other disability) on your campus. Why are they not graduating? E.g. lack of qualified sign language interpreters available?