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[The interpretation[br]provided for this presentation

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is live and unrehearsed.

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Interpreter(s) assigned may or may not

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have had materials[br]in advance for preparation.

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Inaccuracies related[br]to the content of the material

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may be due to imperfections[br]in the interpreting process.

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This interpretation has not[br]been reviewed by the presenter.]

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I'm thrilled to be here at Gallaudet,

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to come back to my alma mater.

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I have my masters in linguistics.

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I graduated from here,[br]and then my Ph.D. in psychology,

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so it's nice to be back home.

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[Effect of Audism and Linguisticism[br]on the Developing Deaf Person]

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As has already been explained,[br]I work in RIT at the Deaf Studies Lab.

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And you can see my team here on the slide.

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[Audism - "being Deaf is bad"[br]Dr. Tom Humphries]

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Many of you may have[br]heard of the term "audism."

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It's not a new term,

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and it was coined in 1977[br]by Dr. Tom Humphries.

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He wrote about that term[br]in his Ph.D. dissertation.

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And by audism he meant some attitude[br]which was prejudiced against people

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according to their hearing status.

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So some idea that deaf people were broken,[br]needed to be fixed, or were inferior.

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And that if you wanted[br]to be happy in this world,

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you really needed to be hearing.

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[Linguisticism - "teaching Deaf children[br]ASL is bad" - Dr. MJ Bienvenu]

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Linguisticism is related to audism,[br]and the first time I heard that term

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was when Dr. MJ Bienvenu[br]was presenting at RIT -

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she was a keynote speaker[br]at one of our conferences -

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and she mentioned linguisticism.

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And that struck a chord with me,

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and it's about some prejudice[br]against language,

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believing that one language[br]is inferior to another.

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Many people do not believe, for example,

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that ASL is the equivalent[br]or has the same status

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or is able to express the same things[br]as English, for example.

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There are many studies which have been[br]carried out in this field,

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but I want to talk about one study today[br]which really looks specifically

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at the notions[br]of audism and linguisticism.

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And I want to talk[br]about the notion of resilience -

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psychological resilience.

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What do I mean by that?

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[- stress, - conflicts, - disagreements,[br]- bad experiences, - adversities

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resilience (arrow up; person)]

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Of course, all people experience stress,[br]disagreements, adversities.

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That's the nature of life.

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If you don't have much resilience,

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you have a weak resilience,[br]then let's see what happens.

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[- stress, - conflicts, - disagreements,[br]- bad experiences, - adversities

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weak (arrow down, person)

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(arrow from adversities to heart)]

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It really knocks you back,

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and it's hard to get back on your feet[br]and really bounce back

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and get on with your daily life.

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It's very problematic.

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However, if you have[br]some strong sense of resilience,

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what does that look like?

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[Strong (arrow down),[br]resilience (arrow up)

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(arrows bounce back)]

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Of course, it still knocks you back,

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it's just that you have the wherewithal[br]to get back on your own two feet

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and carry on living your everyday life.

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So resilience is[br]that power to bounce back.

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And it's very important[br]for school, for universities,

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for success in life and mental well being.

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And there are two other important terms[br]I really want to talk about now.

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[Protective Factors - Stronger[br](arrow down, arrows right and left)]

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[Risk Factors - Weaker (arrow down,[br]arrows in from right and left)

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Protective Factors[br]Risk Factors]

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In terms of resilience,

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thinking about protective factors[br]and risk factors.

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Protective factors are those things[br]that help us develop a strong resilience.

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And risk factors are those things[br]which cause our resilience to be weakened.

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So I just want to ask you all a question.

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[is being deaf a risk factor?]

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Do we think that being deaf[br]itself is a risk factor?

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Well, the team I work with[br]don't believe it to be the case.

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There are many successful deaf people[br]out there in the big, wide world

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who have excellent qualities of life.

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They earn more money than the average Joe.

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There are very successful[br]deaf people in education

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that do much better[br]than their hearing peers.

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So it doesn't appear[br]deafness is a risk factor.

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[we hypothesize that[br]internalizing audism is the risk factor]

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But we would say that some kind of idea[br]of internalized audism is a risk factor.

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That idea that you're continually[br]exposed to being needed to be fixed

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or that you're broken,

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if you internalize those ideas -[br]that you need to be fixed -

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then we feel that that,[br]in and of itself, is the risk factor.

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So we wanted to see[br]if we could set up an experiment

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to test if that were the case.

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[Connor-Davidson Resilience Scale[br]Connor & Davidson, 2003

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measures: - sense of personal competence,[br]- trust in one's instincts,

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- tolerance of negative effects,[br]- sense of social support,

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- positive acceptance of change, ... ]

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Well, I suppose the big question is:[br]How do you measure resilience?

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But there are a number of tests out there,

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and we used one which has been[br]used with teenagers and young adults

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to ask them a variety of questions[br]about their resilience;

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and it's a multiple choice,[br]just a pen and paper exercise.

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So we used that task.

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[(slide continued) - action-oriented[br]approach to problem solving]

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So I suppose the next question is:[br]How do we measure internalized audism?

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And this is kind of where the fun starts.

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[Deaf Implicit Association Test[br]Hauser, Listman, & Kurz, 2013]

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In the research field of social cognition,[br]they have a variety of different methods,

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one of which actually is used[br]to measure racism, sexism,

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and other kinds of prejudices.

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So we borrowed that mainstream test[br]and actually tried to adapt it for audism.

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It's a computer-delivered test.

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And the idea is that you[br]push computer buttons,

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and you measure reaction times.

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And this gives you an idea[br]of what it looks like.

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[GOOD (pictures), BAD (pictures)]

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So I want you to remember these pictures.

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There's one set of pictures there[br]which says something good,

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and there's another set of pictures[br]which demonstrate bad things.

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So please take a good look.

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So if we now look at the screen,

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you can see we have good on one side[br]and bad on the other.

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So if you see something that's good,

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I want you to point to the side[br]which represents good.

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And if you see something bad,

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I want you to point to the side[br]that represents bad.

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[Good (left) Bad (right)[br](picture - hugging)]

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Okay, so that's good.[br]Well done, people, you're with me.

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[Good (left) Bad (right)[br](picture - punching person)]

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And that's bad. I can see you get it.

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Okay, so here's a little practice for you.

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[(Different pictures[br]flashing one at a time)]

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Well done, everybody!

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It was quite fun to watch you all[br]pointing into empty space.

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So now let's play with another idea.

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[Deaf (pictures), Hearing (pictures)]

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If we think about the idea[br]of deaf and hearing people,

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you don't have to remember the faces,

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but if it's a blue-framed picture,[br]then it means they're deaf,

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and if it's a yellow-framed picture,[br]it means they're hearing.

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Okay?

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[Deaf (left) Hearing (right)[br](blue-framed picture)]

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So I'm going to do[br]exactly the same as before,

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only I want you to point[br]in the space that represents deaf,

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and point in the space[br]that represents hearing.

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Okay, here we go.

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[(Yellow-framed picture)]

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Yep, you're with me.

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Well done.

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That was the practice.

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[(Flashing pictures[br]with different colored frames)]

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Okay, that was actually the practice.

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Now I want to start the real experiment,[br]which has another layer of complexity.

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We're going to try and mix[br]the two conditions

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of deaf and hearing,[br]and good and bad.

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If you see a picture -[br]a drawn picture which is good or bad -

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you need to point to good or bad,

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and if it's framed,[br]blue or yellow, deaf or hearing.

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[(left) Deaf, Good, (right) Hearing, Bad[br](blue-framed picture)]

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Right. That one's deaf. Well done.

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[(punching)]

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Over here is bad, yes.

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Let's proceed with the next stage.

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[(pictures: yellow frame)

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(holding flower)

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(blue frame)

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(yellow frame)

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(snake bite)

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(hugging)

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(blue frame)

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(hugging knees)]

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Now I'm going to run the test again,[br]but now the fun starts.

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I'm going to swap where good and bad is.

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[(left) Deaf, Bad, (right) Heading, Good[br](picture: punching)

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And now bad is to your right.

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Okay, so let's have a go.

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[(holding flower)

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(yellow frame)

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(car in flood)

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(blue frame)

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(hugging)

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(blue frame)

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(snake bite)

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(yellow frame)]

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The way we score that[br]is quite complicated,

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and we have a fancy algorithm[br]to analyze the data,

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and the whole point is the reaction time.

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We administered this test[br]to a variety of college students.

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It's a computer-based test,

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and we analyzed their reaction times[br]in the different conditions.

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[Results. Scale: 5 "Deaf = Good" bias[br]to -5 "Deaf = Bad" bias]

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We were interested[br]in when "Deaf" and "Good"

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co-occurred on the same side,

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whether that correlated with somebody[br]having a strong sense of Deaf being good,

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and that was an internalized value.

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And if we had "Deaf" and "Bad"[br]on the same side,

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then those people obviously[br]would have a slower reaction.

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However, if somebody had internalized[br]the notion that Deaf was bad,

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they'd have a quicker reaction time[br]when Deaf and bad were on the same side.

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And we were trying to see[br]if we could use this

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to rate what people's[br]internalized attitudes were,

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whether they identified Deaf[br]as good or Deaf as bad.

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So we split the group in half,

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and we know that one side[br]has internalized the good concept,

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the other bad.

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So those who would say Deaf was good,[br]we would say had some protective factors,

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strong resilience.

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Those who thought Deaf was bad,[br]we would say they had internalized audism.

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Now, you can remember

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that we also had that task[br]that we administered,

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the multiple choice,[br]looking at resilience.

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Obviously, If they scored high,[br]that meant they had strong resilience;

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a low score meant weak resilience.

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[Resilience Scale Score.[br]Resisted Audism, Internalized Audism]

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And we were interested to see[br]how these correlated together.

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And what was interesting[br]is those who saw Deaf as good

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scored the same level of resilience[br]as their hearing peers.

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[(Same scale) Strong resilience = 80,[br]Weak resilience = 60.

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internalizing audism is a risk factor]

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Which was not the same[br]for those who saw Deaf as bad.

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They clearly had internalized[br]audism and had weak resilience.

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So what appeared to be[br]the protective factors?

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For us, we thought actually looking[br]at Deaf Studies was an important field.

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And we often see notions[br]of use of sign language,

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involvement in the Deaf community,

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and we wanted to see[br]if those were relevant to our groups.

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[our hypothesis:

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1. Deaf acculturation[br]2. sign language skills]

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So again, let's think about how we can[br]measure notions like Deaf culture.

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There is a test which is actually[br]developed by a colleague

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here at Gallaudet University,[br][Deb Maxwell-Macaw]

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in the psychology department,

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and it asks questions[br]about your values, your behaviors,

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your involvement in the Deaf community,

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your involvement[br]in mainstream events, for example.

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And again, in this graph,[br]we saw if there was a high score,

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you were highly involved[br]in the Deaf community,

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had Deaf cultural aspects about you,

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and a low score, not so much.

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[Graph - Deaf acculturation[br]is a protective factor]

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We found that those who had[br]high levels of [resilience]

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were people who socialized[br]within the Deaf community.

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[American Sign Language[br]Sentence Reproduction Test

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Hauser, Paludneviciene,[br]Supalla, & Bavelier, 2008]

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We were also interested[br]in looking at sign skills.

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A team of us were involved[br]in developing a sign skills test.

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[Dr. Raylene Paludneviciene

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from the psychology department[br]here at Gallaudet was involved in that.]

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And on this [scale] you can see[br]high levels of ASL fluency

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and low levels of fluency.

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[Graph - y axis: ASL Score,[br]x axis: Resisted vs. Internalized Audism

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Sign language skills[br]is a protective factor]

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Those who had stronger[br]levels of [resilience and resisted audism]

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also had better signing skills.

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So it seems that signing[br]seems to be a protective factor.

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[Deaf Capital Theory[br]Listman, Rogers, & Hauser, 2011]

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So why is it important[br]to use sign language

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and be involved in the Deaf community?

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Well, our theory is[br]it's about Deaf capital.

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And by "capital"[br]I mean knowledge and skills

0:13:14.224,0:13:16.583
that you get from the Deaf community.

0:13:17.293,0:13:20.206
It's almost like a toolbox[br]that you can carry around with you.

0:13:20.206,0:13:21.750
When you meet other Deaf people,

0:13:21.750,0:13:25.897
you gain knowledge from their experience[br]of navigating the world.

0:13:25.897,0:13:30.194
And so when you're out in school[br]and something happens that's frustrating,

0:13:30.194,0:13:33.180
you have the tools with you[br]to be able to deal with that.

0:13:35.127,0:13:37.718
[Pie charts - Parents' hearing status:[br]Deaf parent - 4%

0:13:37.718,0:13:39.158
Mitchell & Karchmer, 2002

0:13:39.158,0:13:41.618
Parents who sign: Sign 23%,[br]No Data 5%, No Sign 72%

0:13:41.618,0:13:44.213
Gallaudet University Research Institute[br]2009-2010 Data]

0:13:44.213,0:13:46.930
And you may have remembered[br]at the beginning,

0:13:46.930,0:13:49.390
I mentioned the term "linguisticism."

0:13:50.170,0:13:51.664
I think that is the problem:

0:13:51.664,0:13:55.066
Many people don't value ASL.

0:13:55.516,0:14:00.963
We know so many deaf people[br]are actually born without deaf parents,

0:14:00.963,0:14:02.740
and they don't have Deaf capital.

0:14:02.740,0:14:05.110
They don't have exposure[br]to sign language.

0:14:05.910,0:14:09.614
Of hearing families,[br]less than 25% use sign language,

0:14:09.614,0:14:12.674
which means many deaf children grow up

0:14:12.674,0:14:15.707
with very poor,[br]impoverished language skills,

0:14:15.707,0:14:18.110
so that seems to be a risk factor.

0:14:18.377,0:14:19.538
So in summary ...

0:14:19.538,0:14:20.569
[Same pie charts.

0:14:20.569,0:14:24.271
Graph with arrows in.[br]Internalizing Audism is a Risk Factor.

0:14:24.271,0:14:25.611
Graph with arrows out.

0:14:25.611,0:14:29.369
Deaf Acculturation and Sign Language[br]Skills are Protective Factors

0:14:29.369,0:14:32.969
Conclusion: audism = Bad;[br]linguisticism = Bad;

0:14:32.969,0:14:36.400
Deaf acculturation = Good;[br]learning sign language = Good]

0:14:36.400,0:14:39.734
The reason, I think, audism[br]and linguisticism still happens today

0:14:39.734,0:14:42.623
is because society doesn't know

0:14:42.623,0:14:44.927
that ASL and involvement[br]in the Deaf community

0:14:44.927,0:14:46.110
is important to us.

0:14:46.110,0:14:47.590
We need to educate them.

0:14:47.590,0:14:49.834
We need to mentor young deaf children,

0:14:49.834,0:14:51.020
young deaf adults,

0:14:51.020,0:14:53.234
so that they can in turn educate, lead,

0:14:53.234,0:14:55.603
educate other people[br]and become leaders of change.

0:14:55.603,0:14:57.073
Thank you very much.