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Advances in Social Sciences Research Journal – Vol. 12, No. 2
Publication Date: February 25, 2025
DOI:10.14738/assrj.122.18271.
Musyoka, M. & Castro, C. S. (2025). Capturing the Stories of Deaf BIPOC on College/Aspiration Experiences to Improve Advising and
Mentoring. Advances in Social Sciences Research Journal, 12(2). 83-101.
Services for Science and Education – United Kingdom
Capturing the Stories of Deaf BIPOC on College/Aspiration
Experiences to Improve Advising and Mentoring
Millicent Musyoka
Department of Deaf Studies and Deaf Education,
Lamar University
Cindy Sosa Castro
Department of Deaf Studies and Deaf Education,
Lamar University
ABSTRACT
The experiences of Black, Indigenous, and People of Color (BIPOC) in university
vary widely depending on their backgrounds and the intersection of color with
other marginalized identities such as disabilities, class, immigration, and gender.
Also, the geographic location of the university, which determines the demographics,
and the university's commitment to diversity and inclusion can have an impact on
advising and mentoring students who are BIPOC. The current study used a narrative
research design to examine the college and career experiences of Deaf BIPOC
because although few Deaf individuals join and graduate college with degrees, the
number is even lower for Deaf BIPOC. Hence, higher education institutions must
intentionally recruit Deaf BIPOC and ensure their advising and mentoring
guidelines focus on Deaf BIPOC to ensure they increase the retention and
graduation rate. Understanding the complexities of intersecting race and d/Deaf
identities creates a need for a qualitative narrative study that focuses on the career
narratives of Deaf BIPOC to facilitate their voices to be heard and included in college
recruitment, academic advising, and mentoring guidelines.
Keywords: Deaf, Deaf BIPOC, College Deaf, BIPOC, Mentoring, Advising.
INTRODUCTION
College education can contribute to individual success, including career
opportunities (Muhammad & Hina, 2018; Pages & Stampini, 2007; Robst, 2007), higher earning
potential (Stryzhak, 2020; Wanru, 2023), and personal fulfillment (Stryzhak, 2020). Previous
research reports that adults with a disability are less likely to graduate from high school and
obtain college degrees than adults without a disability (Belch, 2004; Fleming et al., 2017; Ryan
& Bauman, 2016; Wessel et al., 2009; Knight et al., 2016). For instance, most high school
graduates with a disability enrolled in a Texas two-year college did not attain a credential or
degree within four years (Miller et al., 2020). Similar findings across the United States indicate
that college students with disabilities took longer to graduate due to the complexity of
transition issues (Knight et al., 2016).
Previous research on Deaf students indicates there is an increase in the number of deaf
graduates with high school diplomas who enroll in college (Cawthon et al., 2014; Garberoglio
et al., 2021; Newman et al., 2011; Wagner et al., 2006). However, the number of Deaf students
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 12, Issue 02, February-2025
Services for Science and Education – United Kingdom
who complete and graduate from college is still very low (Cawthon et al., 2014; Garberoglio et
al., 2019a; Kuh et al., 2010; Newman et al., 2011). According to Garberoglio et al. (2019a), the
bachelor's degree completion gap between Deaf and hearing people is 15.2% (Garberoglio et
al., 2019b). According to Garberoglio and colleagues (2019 a &b), post-secondary training
narrows the employment gap between Deaf and hearing individuals. Moreover, the gap widens
when considering Deaf students' diversity and the intersection of d/Deaf identities.
Despite the diversity in this population, one common thing is that most of them, 90-95%, are
from hearing non-signing families and may experience language delays or sometimes language
deprivation (Hall et al., 2017; Meek, 2020; Sümer & Özyürek, 2022). Additionally, although the
most prevalent K-12 educational placements for the Deaf are special schools, mainstream, and
self-contained classrooms (Kluwin et al., 2002), most Deaf students and hearing students
attend mainstream classrooms in public schools (Moffatt-Feldman, 2013). Hence, when
considering all shared variables by Deaf learner and the intersection of race and d/Deaf
identities,
Deaf BIPOCs have unique experiences that may influence their college enrolment, retention,
and graduation rate. Intentional and tailored recruitment, academic advising, and mentoring
guidelines focusing on minority groups are critical in increasing Deaf BIPOC and would reduce
the existing gap between Deaf BIPOC and White Deaf or hearing college students.
Understanding the complexities of intersecting race and d/Deaf identities created a need for a
qualitative narrative study that focuses on the career narratives of Deaf BIPOC to facilitate their
voices to be heard and included in college recruitment, academic advising, and mentoring
guidelines.
Diversity among Deaf Learners
Diversity among deaf students is a multifaceted aspect of the Deaf community. The deaf
community is a diverse population including racial, ethnic, linguistic, communication, and
additional disabilities (Anderson & Grace, 1991; Cannon & Luckner, 2016; Garbergolio et al.,
2019; Guardino & Cannon, 2016; Holcomb, 2013; Musyoka, 2023, 2022, 2021; Musyoka et al.,
2023,2021, 2020, 2016). It is essential to understand the nature of diversity within the Deaf
student population, as it informs the experiences and needs of Deaf learners and promotes
inclusivity, accessibility, and cultural sensitivity. The diversity may affect various development
areas, including social, emotional, and cognitive skills. The intersectionality of diverse variables
adds layers of diversity to their experiences and identities. Also, individual Deaf students may
embrace Deaf culture as central to their identity. In contrast, others may have a more fluid or
blended identity, incorporating Deaf hearing cultural elements and additional disabilities.
When examining the diversity among Deaf students' language and communication is a vital
component. Deaf students have different language and communication preferences and
abilities because of varying degrees of hearing loss, from mild to profound. Their hearing status
can influence their communication needs and the types of assistive technology or
accommodations required. Some may use American Sign Language (ASL). In contrast, others
may prefer other sign communication systems such as Signed Exact English (SEE), Cued Speech,
or even spoken language (Allen & Anderson, 2010; Karas & Laud, 2014; Moore, 2012; Rahmah
& Kosim, 2018). Although there is limited research on the intersection between language,
communication, and race, Black Deaf signers use different ways of communicating with
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Musyoka, M. & Castro, C. S. (2025). Capturing the Stories of Deaf BIPOC on College/Aspiration Experiences to Improve Advising and Mentoring.
Advances in Social Sciences Research Journal, 12(2). 83-101.
URL: http://dx.doi.org/10.14738/assrj.122.18271
White Deaf (Myers et al., 2010), and Black Deaf frequently use spoken words, hand gestures,
and written communication (Creamer, 2019). Additionally, Some Deaf learners are multilingual
from families that use a language other than English or American Sign Language (Guardino &
Cannon, 2016; Musyoka, 2023, 2022, 2021; Musyoka et al., 2023,2021, 2020, 2016). Hence, it
is essential to understand the effect of diverse language and communication experiences on
Deaf students who join college and provide advising and mentoring that attend to their needs.
Besides language and communication, some Deaf learners have additional disabilities.
(Garbergolio et al., 2019; Guardino & Cannon, 2016). For instance, research shows that 61
percent of Black Deaf individuals also have additional disabilities (cite, Garbergolio et al., 2019;
Deaf BIPOC individuals with disabilities represent a unique intersection of identities and
experiences. They face distinct challenges and barriers related to their race, deafness, and
disabilities, and hence, their college experiences are shaped by the interactions of these
multiple identities. Educational institutions must recognize and address this population's
specific needs and concerns when designing advising and mentoring programs to meet their
college needs and ensure equity and inclusion.
Language, Literacy and Deaf Education
Language and communication are critical in Deaf education. The communication and language
options among deaf individuals vary because some deaf individuals can use spoken language
with/without a hearing assistant device, while other Deaf individuals use sign language (Karas
& Laud, 2014). Among the most prevalent modes of communication that Deaf individuals use
include total communication, simultaneous communication, ASL, manual coded English sign
language systems, spoken language, and cued speech (Marschark et al., 2020; Moore, 2012).
Parents always make decisions about the communication systems for their children (Ching et
al.; Scott, 2018). Communication choices determine educational placement (Allen & Anderson,
2010); consequently, different schools have different language and communication
philosophies (Tomasuolo et al., 2012).
Historically, the three most used educational placements for the Deaf in the US include special
schools, mainstream, and self-contained classrooms (Kluwin et al., 2002). Research shows that
most Deaf and hearing students attend mainstream classrooms in public schools (cite). Many
deaf students in the mainstream program feel isolated due to their peers' and teachers' lack of
understanding of Deaf culture and barriers in communication (cite). Hence, the educational and
social-emotional experiences of Deaf learners graduating from K-12 programs vary depending
on their educational placement and the language access in the educational setting (Kluwin et
al., 2002).
Examining literacy of Deaf learners, researchers and educators report the literacy levels of Deaf
students as significantly lower than those of their hearing peers (cite). Also, research continues
to argue that Deaf students graduate high school with a fourth-grade reading level (Cawthon,
2004; Traxler, 2000; Wilbur, 2000). Writing is an even more significant challenge for Deaf
individuals who use ASL as their first language is unwritten, and the linguistic structures do not
match that of English (Nugroho & Lintangsari, 2022). Therefore, learning a spoken majority
language, such as English usage and grammar standards, is crucial because most learning
projects require writing, especially academic writing. Unfortunately, the academic English
writing skills of many Deaf learners are subpar compared to their hearing peers. As a result,
most prefer to express themselves in ASL rather than writing in order in English (Ernst, 2020).