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[The interpretation
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
in advance for preparation.

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Inaccuracies related
to the content of the material

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may be due to imperfections
in the interpreting process.

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This interpretation has not
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,
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
on the Developing Deaf Person]

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As has already been explained,
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"
Dr. Tom Humphries]

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Many of you may have
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
by Dr. Tom Humphries.

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He wrote about that term
in his Ph.D. dissertation.

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And by audism he meant some attitude
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,
needed to be fixed, or were inferior.

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

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you really needed to be hearing.

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

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

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was when Dr. MJ Bienvenu
was presenting at RIT -

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she was a keynote speaker
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
against language,

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believing that one language
is inferior to another.

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Many people do not believe, for example,

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that ASL is the equivalent
or has the same status

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

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

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

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at the notions
of audism and linguisticism.

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And I want to talk
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,
- bad experiences, - adversities

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resilience (arrow up; person)]

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Of course, all people experience stress,
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,
then let's see what happens.

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[- stress, - conflicts, - disagreements,
- 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
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
some strong sense of resilience,

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what does that look like?

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[Strong (arrow down),
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
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
that power to bounce back.

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And it's very important
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
I really want to talk about now.

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

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

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Protective Factors
Risk Factors]

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In terms of resilience,

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thinking about protective factors
and risk factors.

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

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And risk factors are those things
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
itself is a risk factor?

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

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There are many successful deaf people
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
deaf people in education

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that do much better
than their hearing peers.

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

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[we hypothesize that
internalizing audism is the risk factor]

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

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That idea that you're continually
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 -
that you need to be fixed -

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

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So we wanted to see
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
Connor & Davidson, 2003

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

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- tolerance of negative effects,
- sense of social support,

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- positive acceptance of change, ... ]

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Well, I suppose the big question is:
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
used with teenagers and young adults

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to ask them a variety of questions
about their resilience;

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

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So we used that task.

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

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So I suppose the next question is:
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
Hauser, Listman, & Kurz, 2013]

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

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one of which actually is used
to measure racism, sexism,

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and other kinds of prejudices.

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So we borrowed that mainstream test
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
push computer buttons,

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and you measure reaction times.

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And this gives you an idea
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
which says something good,

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and there's another set of pictures
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
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
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
that represents bad.

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

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

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[Good (left) Bad (right)
(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
flashing one at a time)]

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Well done, everybody!

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It was quite fun to watch you all
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
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,
then it means they're deaf,

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

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Okay?

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

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

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

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and point in the space
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
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,
which has another layer of complexity.

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We're going to try and mix
the two conditions

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of deaf and hearing,
and good and bad.

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If you see a picture -
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,
blue or yellow, deaf or hearing.

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[(left) Deaf, Good, (right) Hearing, Bad
(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,
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
(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
is quite complicated,

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and we have a fancy algorithm
to analyze the data,

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and the whole point is the reaction time.

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We administered this test
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
in the different conditions.

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

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We were interested
in when "Deaf" and "Good"

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co-occurred on the same side,

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whether that correlated with somebody
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"
on the same side,

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then those people obviously
would have a slower reaction.

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

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

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And we were trying to see
if we could use this

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to rate what people's
internalized attitudes were,

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whether they identified Deaf
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
has internalized the good concept,

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the other bad.

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

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strong resilience.

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Those who thought Deaf was bad,
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
that we administered,

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the multiple choice,
looking at resilience.

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

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a low score meant weak resilience.

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[Resilience Scale Score.
Resisted Audism, Internalized Audism]

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And we were interested to see
how these correlated together.

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And what was interesting
is those who saw Deaf as good

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scored the same level of resilience
as their hearing peers.

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

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internalizing audism is a risk factor]

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

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They clearly had internalized
audism and had weak resilience.

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So what appeared to be
the protective factors?

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

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And we often see notions
of use of sign language,

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involvement in the Deaf community,

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

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[our hypothesis:

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1. Deaf acculturation
2. sign language skills]

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

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There is a test which is actually
developed by a colleague

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here at Gallaudet University,
[Deb Maxwell-Macaw]

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in the psychology department,

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and it asks questions
about your values, your behaviors,

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your involvement in the Deaf community,

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your involvement
in mainstream events, for example.

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

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you were highly involved
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
is a protective factor]

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

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were people who socialized
within the Deaf community.

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00:12:20,340 --> 00:12:22,683
[American Sign Language
Sentence Reproduction Test

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00:12:22,683 --> 00:12:25,033
Hauser, Paludneviciene,
Supalla, & Bavelier, 2008]

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00:12:25,033 --> 00:12:27,703
We were also interested
in looking at sign skills.

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00:12:27,703 --> 00:12:33,974
A team of us were involved
in developing a sign skills test.

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00:12:33,974 --> 00:12:35,390
[Dr. Raylene Paludneviciene

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00:12:35,390 --> 00:12:38,757
from the psychology department
here at Gallaudet was involved in that.]

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00:12:39,533 --> 00:12:43,690
And on this [scale] you can see
high levels of ASL fluency

248
00:12:43,690 --> 00:12:45,556
and low levels of fluency.

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00:12:45,556 --> 00:12:48,767
[Graph - y axis: ASL Score,
x axis: Resisted vs. Internalized Audism

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00:12:48,767 --> 00:12:50,827
Sign language skills
is a protective factor]

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00:12:50,827 --> 00:12:54,097
Those who had stronger
levels of [resilience and resisted audism]

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00:12:54,097 --> 00:12:56,290
also had better signing skills.

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00:12:56,290 --> 00:13:00,306
So it seems that signing
seems to be a protective factor.

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00:13:00,306 --> 00:13:02,786
[Deaf Capital Theory
Listman, Rogers, & Hauser, 2011]

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00:13:03,357 --> 00:13:05,567
So why is it important
to use sign language

256
00:13:05,567 --> 00:13:07,433
and be involved in the Deaf community?

257
00:13:07,433 --> 00:13:11,417
Well, our theory is
it's about Deaf capital.

258
00:13:11,930 --> 00:13:14,224
And by "capital"
I mean knowledge and skills

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00:13:14,224 --> 00:13:16,583
that you get from the Deaf community.

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00:13:17,293 --> 00:13:20,206
It's almost like a toolbox
that you can carry around with you.

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00:13:20,206 --> 00:13:21,750
When you meet other Deaf people,

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00:13:21,750 --> 00:13:25,897
you gain knowledge from their experience
of navigating the world.

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00:13:25,897 --> 00:13:30,194
And so when you're out in school
and something happens that's frustrating,

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00:13:30,194 --> 00:13:33,180
you have the tools with you
to be able to deal with that.

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00:13:35,127 --> 00:13:37,718
[Pie charts - Parents' hearing status:
Deaf parent - 4%

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00:13:37,718 --> 00:13:39,158
Mitchell & Karchmer, 2002

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00:13:39,158 --> 00:13:41,618
Parents who sign: Sign 23%,
No Data 5%, No Sign 72%

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00:13:41,618 --> 00:13:44,213
Gallaudet University Research Institute
2009-2010 Data]

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00:13:44,213 --> 00:13:46,930
And you may have remembered
at the beginning,

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00:13:46,930 --> 00:13:49,390
I mentioned the term "linguisticism."

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00:13:50,170 --> 00:13:51,664
I think that is the problem:

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00:13:51,664 --> 00:13:55,066
Many people don't value ASL.

273
00:13:55,516 --> 00:14:00,963
We know so many deaf people
are actually born without deaf parents,

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00:14:00,963 --> 00:14:02,740
and they don't have Deaf capital.

275
00:14:02,740 --> 00:14:05,110
They don't have exposure
to sign language.

276
00:14:05,910 --> 00:14:09,614
Of hearing families,
less than 25% use sign language,

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00:14:09,614 --> 00:14:12,674
which means many deaf children grow up

278
00:14:12,674 --> 00:14:15,707
with very poor,
impoverished language skills,

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00:14:15,707 --> 00:14:18,110
so that seems to be a risk factor.

280
00:14:18,377 --> 00:14:19,538
So in summary ...

281
00:14:19,538 --> 00:14:20,569
[Same pie charts.

282
00:14:20,569 --> 00:14:24,271
Graph with arrows in.
Internalizing Audism is a Risk Factor.

283
00:14:24,271 --> 00:14:25,611
Graph with arrows out.

284
00:14:25,611 --> 00:14:29,369
Deaf Acculturation and Sign Language
Skills are Protective Factors

285
00:14:29,369 --> 00:14:32,969
Conclusion: audism = Bad;
linguisticism = Bad;

286
00:14:32,969 --> 00:14:36,400
Deaf acculturation = Good;
learning sign language = Good]

287
00:14:36,400 --> 00:14:39,734
The reason, I think, audism
and linguisticism still happens today

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00:14:39,734 --> 00:14:42,623
is because society doesn't know

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00:14:42,623 --> 00:14:44,927
that ASL and involvement
in the Deaf community

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00:14:44,927 --> 00:14:46,110
is important to us.

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00:14:46,110 --> 00:14:47,590
We need to educate them.

292
00:14:47,590 --> 00:14:49,834
We need to mentor young deaf children,

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00:14:49,834 --> 00:14:51,020
young deaf adults,

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00:14:51,020 --> 00:14:53,234
so that they can in turn educate, lead,

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00:14:53,234 --> 00:14:55,603
educate other people
and become leaders of change.

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00:14:55,603 --> 00:14:57,073
Thank you very much.