so feel free to give a shout if you see something you like.
Now, 90 minutes is pretty long, so I decided to go ahead
and break this up into a few different, uh, sections
for the presentation, so "Bridges" has asked me
to talk mostly about the second part of my presentation,
which focuses a lot on my own research.
I did get to work with Dr. Hauser in the past,
and it was a great opportunity to actually work on a paper
based off his own work.
And there are so many questions
that we still have to think about
as far as deaf mentorship is concerned,
which is my personal area of interest.
The last section here--
um, I really do like to try and end my presentations
with some good take-aways for you all,
so we'll look at that in a bit.
So my life story.
Every day, at the age of 3, this is what I wore.
[Laughter]
No, I'm just kidding. This was for Halloween.
But my everyday clothes were more the seventies feel.
[Chuckles]
Not quite that bad, but...
I think, um, this is one of the last pictures of me
while I still had some residual hearing.
Um, I, you know, was 3, but I was still using a pacifier,
so don't judge me too much, but this is where I was at
at that time as a young toddler.
Now, you might assume that I had spinal meningitis
and that caused my deafness, but the thing is--
who's a doctor here?
I think we have two right now, right?
Scott and Tiffany are the M.D.s in the room?
Now, I did not get--uh, become deaf from spinal meningitis.
Actually, it was while I was growing up--
um, just let me back up a second.
Now, there was, uh, aspirin
that was allowed to be given to children at the time
while I was a kid, and it started a little bit after--
uh, it stopped being permitted a little bit later on,
but when I was young,
all of my siblings and I contracted the flu.
Now, my parents had gone to, uh--
this happened a few days after Thanksgiving,
and everyone had, you know, gotten hit with the flu,
and the babysitter decided to give us Pepto-Bismol.
I'm sure you've all been--
you know, you've taken Pepto-Bismol,
but what often happens is that there is bismuth within it.
So when I was given the Pepto-Bismol for the flu,
I started to actually get worse.
I started to become a little hazy and delusional.
My mom was really confused about what was going on.
So she brought me to the hospital,
and I saw the primary care physician,
and they just sent me home.
She didn't quite buy it, so we went to the ER
because she knew that something was up after I had taken that.
And when I was tested, I had found out
that I had a liver issue, an inflammation problem,
and, yep, you called it.
I'm not sure who the author is.
I haven't met them.
But this was a very seminal piece as far as, um,
what kinds of medicines could be given to children.
Now, my suspicion is that, uh, it wouldn't be used,
or at least to try and help children with the flu
after that point because those kinds of diseases
were temporary, especially with my liver inflammation problem,
but I was able to recover.
However, most children do end up passing away.
The problem is the diagnosis, and oftentimes it's overlooked.
So there's usually something there that might be missed.
So, what often happens is, while you have the flu virus,
there is a specific type of drug.
I don't know if you're familiar with the connexins,
but what happens is, they interact within the cells,
and we're not sure necessarily what, but what often happens
is they do bind and then cause some kinds of issues
that lead to problems within the fat,
and you can't function normally as you were.
You end up having those inflammations,
and some functions do end up stop--stopping to work.
And that's what caused my deafness, in a sense.
Uh, it had something to do with
the antibiotics that I, um, had taken,
and my hearing ended up actually worsening a few years back.
And, um, when I was tested at Gallaudet
to see what had gone down, I had actually gone down
another 30 decibels.
I had gone--
I had, you know, had these fluctuations in my hearing,
which was really interesting, but all of this and my deafness
and how it impacted me was actually a result
of the medicines that I had taken.
Now, my parents felt bad about my deafness
and gave me this dog.
Her name was Shayna.
Now, as a deaf person, this is what I looked like growing up,
surrounded by other kids.
Now, I chose this picture for a special reason.
I can really remember that day pretty clearly.
I had two reasons for being as upset as I look in that picture.
Those are all my cousins,
and they were having a great time,
but as a deaf person, I still wasn't able to really get
in the mix of things, and all the boys were kind of playing
and doing their own thing.
But I also had that bra-looking thing
strapped to me all the time.
I know many of you that are a little bit older and deaf
have been through that, too, and so it's kind of isolating.
Now, I grew up in Nebraska, in the Omaha area,
and I ended up going to a preschool,
a hearing school there.
I don't know if anyone has been to Omaha
or went to school there, but there's an oral program.
Uh, there's a very strong AG Bell philosophy
that is taught within that program.
I don't really have any pictures from that time
because, um, my parents didn't take any,
so these are a little bit more recent,
but, um, I've gone to present-- I think about 10 years ago now--
maybe over that by now--
hopefully it's just 10 years ago, but...
This is my former teacher.
You know, the teachers were very nice,
and the environment was fine and all,
but a lot of things that were taught had to do with AG Bell,
and these things were also taught to parents,
and the kind of patronizing view on deaf people
that came from it.
I don't remember who exactly taught me,
but I do remember learning at some point
that people told me that those who signed
were actually less than, in a way.
And I remember that pretty clearly as a kid,
and that attitude really stuck with me for a while.
It was well-ingrained in me as a kid,
and so it took a while to get out of it.
I was hearing as a child, so it was considered
successful for me to be able to continue my ability to speak.
Now, my parents were separated earlier on.
Uh, of course, you know, there are some personal issues
that come up with having a deaf child,
so I was moved back to Chicago with my mother,
and my father still lives in Nebraska, born and raised.
He stayed there the whole time.
But my mother and I and my 3 siblings
went out to Chicago.
Lived with my father for a while,
but then we moved back.
We decided to attend this school as a family.
It was actually a school that specialized
in providing services for mentally disabled children.
So in first and second grade,
I went to St. Mary of Providence.
And I know everyone's kind of giggling at that,
but that's where I was.
Interesting place.
I mean, the building is gorgeous.
As a young kid, I mean, it was really nice.
It was a nun-run school,
and most of the students in the class
were actually older than me in age,
but their mental age was, uh, about mine,
and we all had IEPs, which was an interesting situation.
Um, and what that means is that for me, my IEP was well advanced
because I was functionally-- functionally--functioning
in a typical way, but all of my peers
were actually mentally disabled,
so it kind of set me out in another way
with that school as well.
So this is a list of all of my educational experiences,
and I have no pictures from Madison.
My--at that time, I got married and moved.
Um, I went to North Chicago and was in a mainstream program,
and then, um, there was another town
that had a mainstream program as well.
But they were-- their school was OK,
but we kind of moved back and forth
and took turns between schools, but seventh grade on up,
uh, we went on the East Side to the school there
and rode a bus, and there was
no one that signed there at that school.
I did have an interpreter
and was trying to learn to sign at that time,
and she used a more, um, sign-supported speech.
School was tough.
Social life is important.
It's important for you to play with your peers
and get that interaction as well,
so the East Side was a better experience for me.
In high school, I took some science classes
where I really started thinking about science
and learning about it more.
I took AP physics, and I realized that, uh,
there was a very strong physics teacher there,
and I found out I was able to take physics
instead of another science course,
and so I took physics and realized that it was
something that I was very interested in,
and I thought about doing computer engineering
or computer technology or physics
or something of that sort.
I was trying to decide exactly what field I wanted to go into.
At the point that I graduated and went to college,
I didn't sign very much,
and I refused to identify myself as deaf.
There was a school in California
that, uh, I was thinking about going to.
My parents and I discussed a lot about it.
Uh, problem is the wrong word-- so my parents were afraid
that I would be isolated and become depressed
if I was out away from home and had no friends.
But if I had a support system and was able to do well,
then they supported that more.
But, uh, in 1988 was about the time--or, in 1988
was the Gallaudet protest,
and I went to a camp at that time
and just became involved in the deaf community
and just enjoyed it and loved it.
I was able to chat. It was a lot of fun.
I realized that it was more fun--
mmm, and I could meet cute girls, too,
being able to communicate that way.
So I did go to Gallaudet University.
This is a picture from graduation.
My parents--my mother and father here.
I got good grades, but I didn't go to class
when I first went to Gallaudet.
There wasn't really an attendance policy.
We could show up, take the test, and be good.
We didn't really have to go to class.
So I went on with the curriculum at Gallaudet,
uh, for computer science and went to an internship
and decided to change my major.
For 3 years, I worked at an-- the same internship...
at a company in New Jersey, and that experience taught me
a whole lot more about science.
I felt really out of my element in New Jersey
with all the buildings and the large cities,
um, all the...
you walk and see everything that looks the same.
You're walking down the street. People don't talk to each other.
You just go to work, and you go home.
You work at your computer for 4 hours,
you have lunch for an hour, and then you go back to work
for 4 hours, and you go home.
That's it. That was my summer internship,
and I realized, "Is that really what I want
"as a computer scientist?
"Do I want to do that?
"Yes, I want to go into science,
"but I want it to lead to other things in my life."
I knew that I didn't want to work in a box
for the rest of my life.
And I, uh, was interested in medicine
and thought about becoming a doctor,
so I took some classes, and at Gallaudet at that time,
the classes weren't real challenging.
They were fairly easy, and it was difficult to find
challenge on a different level.
Now they have a networking program
where you can take, um, other classes.
If there's not a class allowed at the university,
there's an option to take another class.
It's a consortium type of thing, and so computers, physics,
and there's one other major that has that agreement
with the D.C. Consortium, and so we can take it across--
classes across other universities.
So, um, there is a challenge
with going to universities in D.C.
Um, you have your dorm life on your campus,
but then it's nice to be able to go to other classes as well.
I met with the Dean of Admissions
at George Washington University and realized, uh,
they didn't really discriminate bluntly
but basically said that I couldn't do it.
So I met with the Dean of Admissions
at Johns Hopkins...
and really they had the same message for me.
Uh, they didn't know how a deaf individual could succeed
in that environment.
People told me not to pursue that,
but then one of my friends, also a Gallaudet student,
uh, applied for nursing school at Johns Hopkins,
and they were rejected.
They were sent a long rejection letter
explaining why they would not be able to do it
and why they can't.
It was a very mean letter.
So this friend showed it to me, and I decided to go
to graduate school for biology.
I think I would end up in the same place
either way, depending on the decision I made,
but I feel I made a good decision
to go to the biology program.
So you can see in this picture here,
this is a good friend of mine in Maryland.
My home was in Wisconsin, as I said before,
but I also found myself in Maryland later on
for my college and all.
Now, when I got to Gallaudet, the first person
to graduate with a Ph.D. was actually me, from that program.
I was the first.
Now, the problem for me and that experience
is that there was no one to actually look to for any advice.
I was kind of stuck as the first person,
which means that I had a tougher time
trying to make it on my own.
You know, I couldn't just go for it
at the University of Maryland.
I had to try and pave the way as a deaf person,
which was, you know, quite a challenge.
But now it's a different story.
It's great to see a higher number
of deaf people with Ph.D.s
able to counsel those that are interested in doing it.
So for me, when I had made that application
to go into a Ph.D. program, they actually called
and wanted to meet me for an interview,
which was shocking because I would have been
the first potential deaf person.
So there was an older faculty member that met with me,
and I felt normal, which was great.
I mean, he was a sweet enough guy,
but, um, you know, during grad school,
he had supported me but unfortunately had retired,
so by the time I got to the University of Maryland,
you can see here this is about my second year,
with my siblings, um, and we're right outside
the microbiology building here.
It's still there today.
That's my mother and I.
We're right in front of our lab.
So while I was at the University of Maryland,
the program actually changed its title.
It was the microbiology program, but as a microbiologist,
you know that cell biology
actually first comes from biology,
the oldest field.
But studying at the molecular level and then diverging off
into cellular biology and biology
is a bit of a difference.
So I decided to, you know-- they decided, rather,
to move with the times and change the title
to what you see up here on the screen--
cell biology and molecular genetics
because that's where that general split kind of comes.
This is the front of my dissertation.
I was talking to someone yesterday,
but this is my advisor from the University of Maryland,
and they got their Ph.D. from the University of Rochester--
actually someone you might know--um, Virginia Clark.
She was my advisor,
um, that actually went to the U of R, oddly enough,
so small world.
So, what we did here was try and look at the gene clusters
and--as they involved different aspects of sequences
to try and see what kinds of,
um, experiments we could replicate again and again.
There was, um...
there was a 19th-century writer that I was studying
and reading about, and that gave me some other ideas,
and they were talking about the molecular level
and proteins and the lipins and everything that
continue running, and they can fool the system
because the system can't recognize
between the positive and negative things
that are present there, so that was an ongoing process.
Um, and this is the paper for my dissertation.
Um, graduate school...
good experience.
Well, um, I arrived at the University of Maryland,
and their Disability Student Services was not sufficient.
They didn't really have money to support that.
Um, they were told no, and then I was told no for interpreters.
I was told that I had to request interpreters
6 weeks in advance, and I, uh--you know,
they then changed the policy to 8 weeks in advance,
which made it even longer and longer
that you had to have your plans set
before requesting an interpreter.
Um, but, uh, you know, other departments got--
or at Gallaudet, you know, they--
you either didn't need interpreters,
or interpreters were provided, and so that was something
that I realized was very interesting.
When I had to present, I had to prepare way ahead of time.
One example, for my comp-- or my defense.
There was no interpreter that showed up.
No interpreter showed.
They told me to go ahead with the defense,
and I--I felt really stuck, um, but, you know,
I had to go with it, and it was a tough process.
I tried to--or I went ahead with my presentation.
They asked me questions,
and I didn't understand what they were asking.
It was a small conference room.
We started writing back and forth.
I felt the heat rising.
It was really--I--
I don't know that I can say a good experience.
Well, I did make it through graduation. Ha ha!
I was proud that there were 6 of us in the class,
and out of 6--well, one got a master's and left the program,
so then from 6 there were, uh--3 dropped out.
I--I was one, the one left
graduating with my Ph.D. in this program.
One of my summer interns-- internships was...
an REU program.
It was 4 deaf students.
It was a great experience, and, uh, the woman, uh--
well--well, this is an older picture
from my time--or--I'm sorry.
This is a more recent picture, not from my time.
This is Peter Blumberg.
He works at the National Institutes of Health, NCI,
and, um, from my previous internship, I knew him,
and so he recruited me to work as a post-doc--post-boc--
post-bac, and then, after, um, my Ph.D., I had no options yet
for my post-doc, and so he invited me back for that.
And as an advisor...
I didn't have good advisors in school.
I didn't have good interpreters.
Uh, this professor, Dr. Blumberg, signed some,
and he provided everything that I needed through my experiences,
and the research experience went very quickly,
but he was so inspiring.
He inspired me to continue working hard
and to continue publishing my work as well.
He does still work at NIH, and he has a post-bac program.
I have sent a few students to him,
and he has sent a few students to me as well
for internship programs.
So I don't get to see him often, but we still do stay in touch.
So these--this is one of the papers
that I'm going to talk to you a little bit about today.
One great thing about this paper
is, uh--one of the great things about papers is...
looking at the acceptance for submission date
versus acceptance date.
We took a protein, um, called GFP,
and what we tried to do was make it fluorescent,
so what we did was try and use a green color,
and we had a laser that shone through it
in order to see the fluorescent colors,
and what we did was try and identify different proteins
and see if that GFP would make any difference,
and then we used the fluorescence to track
where the GFP went within the cells.
Now, this particular paper had one important protein
that had to do with cancer, so when we tried--
when we used the GFP, what we tried to do
was tag it to a protein specifically
and then cause it to change colors and track that from there
to see where it went and then try and apply it to cancer.
So we had a few well plates that we were growing cells within,
and what we were able to do was test different drugs
on a more mass scale, which was great,
and we wanted to see if any of those fluorescent colors
would end up changing based on what we had tagged
to the proteins.
And it went pretty well.
And here's another paper you can look at.
So while we were doing that tracking study with the GFP,
we also had a similar bit in family medicine
that we'd looked at, and we wanted to do
some more fluorescent work with some drugs.
Now, while it didn't work, it did start to become weaker
when we were using the drugs with it, too,
so we started to see that the proteins and the drugs
would move together around in the cell,
which was really successful and great for us to find.
So as I was saying, this gap before my post-doc was 4 years,
and that's because I was teaching at Gallaudet
full-time as a professor there.
My post-doc was honestly like
a nights-and-weekends thing for me.
Um, it was a 4-year deal, so Gallaudet actually ended up
providing me the opportunity after asking for federal money
to open up a new deaf-research-focused lab,
um, for me to then take a part of.
Now, that was with Jane Fernandes.
Um, she...
uh, has worked at Gallaudet for a while now.
But it was great because it allowed Gallaudet
to, uh, go ahead with this agreement
about 5 years ago or so now, but the problem was
that they didn't really know how to spend it too well.
They wanted to start as soon as they could,
and they had about a $500,000 annual budget,
which was huge for this center,
and they started hiring staff and whatnot,
and so then they started to apply for more money,
um, to try and recruit other people,
and it was a great opportunity
because this was a great new center that was opening up.
Now, um, as I had--I talked to a couple of people yesterday
about one person, a friend of mine named Peter, in Oregon.
Um...
I had offered this opportunity to him...
and based on all the money that we had gotten,
we thought that we would be able to have about $20 million worth
of stuff that we would end up putting into the center,
and Peter was interested in having me join it.
So there was a staff position that was opening
at his new center, and so I went ahead and applied,
and I was actually hired, and at the same time,
there was a protest that happened shortly thereafter.
What happened was the new president that was just assigned
was then impeached at that university,
and then things crashed.
So there were 3 or 4 staff positions that were open
that never ended up actually hiring anyone
because of this crash,
and then, from a several-million-dollar budget,
we went down to 60,000 and then further down to 20,000
after the crash.
And so there's still, you know, arguments over
who should have gotten what
or why people were just kind of shoved off,
but there was a lot of focus
more on the undergraduate students
and trying to keep them around.
They couldn't actually bring in everyone that they wanted to
after all because of those complications,
so things didn't work out too well for those people
over in Oregon for this new center,
but, I mean, right now as I look back,
I definitely am glad that that opportunity didn't work out
because it allowed me to go to NIH and work there.
So the lab that was eventually built that I worked in
was focusing on how to incorporate deaf space,
or architecture that focuses on the deaf perspective.
So you can see here, like in this picture,
there's a wider set--a wider space between tables,
which allows two people to have a conversation
with sign language, which is great,
and I can show you a couple more pictures,
but you kind of get the feel for the architecture
and the design.
It's more open, it allows a lot more natural light in
and it just provides more access for visual communication,
which is great.
The lighting is specifically done to make sure
that your brain doesn't get too exhausted
from having to stare in it all day.
This is a picture of one of my former students.
It's just a silly picture that I took of her
while she was in the lab,
but she's doing some gene-related experiments.
Now, while our lab that I was working in
was, um, being established and we were going through
all of those cuts on our own end,
um, we wanted to try and keep our focus
on deaf-related research,
so what we decided to do was have a second lab built
under Caroline Solomon.
Now, she works a lot in micro and--um, rather, marine biology,
so we wanted to try and figure out
how we could have our two labs have some overlap.
She works more in the quality of water
in the D.C. area and looks more into estuaries and those things,
and so there is one local river.
Um, D.C. has two that you're probably familiar with.
You know the Potomac, and then there's a smaller river,
the [indistinct].
Um, and it's, you know, kind of in the Delmarva area,
and they kind of surround the D.C., um, island,
but those two rivers surround it,
and what we did was actually take some samples of the water
over the course of a year and looked at different testing.
So this is actually the pail that we ended up using
to gather those samples.
And that was over one summer that we worked on this project.
Over 6 years, I have provided
a lot of internship opportunities,
um, since the labs have been built and renovated.
Since the economy has picked back up,
we have been able to do a lot more work,
which has been really nice.
So you might recognize some faces in the mix.
But it's a great experience.
We have a lot of fun, and the science part of it,
of course, is very interesting.
You know, we teach them about different ways for running
different experiments, which is usually different
from what they're used to.
Graduate students usually have to write their own papers,
and then they pass it off to me to edit,
and we go back and forth.
However, post-docs have to even take that a step further
and work amongst themselves
before they can bring things back to me as the mentor.
So once, you know, one's graduated,
and I kind of get the paper, it's...
confusing because I have to piece things together
if I haven't really been in touch, and of course,
there's so much going on as a chair for me
and teaching and whatnot
that I think the summer is the best time
for me to try and catch up on all those spotty papers
that I might have gotten from post-bac students
that really don't have the hang of things yet,
um, whereas during the year, it's a lot easier
to work with my post-docs.
So that's a little bit about who I am and how I got here today,
and now we'll shift gears
and look more at the science mentoring research.
I don't know if you are already familiar with Dr. Hauser's work
on the mentoring model.
Are you familiar with the mentoring model
that Dr. Hauser has developed?
Hmm, some. OK. Yeah.
Go ahead and explain, please, I think Peter said.
So it's capital-based.
The capital theory is, um, well,
how do I explain the capital theory?
Really, it's considered skills are knowledge
that you can then invest into other people.
Um, capital is money, yes, but, uh, thinking if networking
is worth money if you put it in that way,
or, um, you know, research is worth money, of course.
You have to think about capital in different ways,
not just money-related.
You have academic knowledge, number one.
That's broad.
It's as you're going through life at a university
and you're taking your classes
and you're learning different skills
and you're learning how to navigate the academic world
and--and college and whether you want a Ph.D.
or you want to go for an M.D. or what type of knowledge
that you want or need
for the specific discipline that you're gonna pursue.
As a teacher, uh, you know, we have to figure out
how to, um, instill those things into the students as well
and increase their academic knowledge.
Um, we then have social capital,
and it's very important for us to introduce each other
to friends and colleagues
and develop that type of environment and support system.
We can all be more productive if we all have social--
better social capital.
That relates to, also, um, you know, how you present
and how you behave and all those things that we need to learn.
That's traditional capital on the left side--
the traditional capital theory.
But here on the right, we have some new ideas
about cultural wealth.
It comes from Yosso
and their article that they wrote regarding this,
the sociology of science.
There's no one way for anything.
You might see someone present one bit of research,
but a lot of research and background knowledge
has gone into that one specific topic,
so it's a lot more broad than what you might actually see.
So the cultural wealth idea is based on a lot of research.
The minority communities-- minority communities have
their own ways of taking advantage of this as well.
Navigational capital is one.
Um, maybe as a minority, learning how I can, um,
get through TSA at the airport, you know?
Suppose I have a hearing aid
and someone might try and get my attention
and they think I'm ignoring them because I can't hear them
and then they realize-- uh, you know, of course,
there are lots of stories of police shootings
for minorities and deaf individuals as well,
and that has to do with navigational capital, also.
So aspirational capital is related to role models.
If I can see another successful deaf person,
I can believe that I can do it, as well.
Number 6 is familial capital.
There's a lot of discussion about--
uh, in the deaf community about that.
A community can become your family,
your family and friends.
You know, you don't have a script for life,
and so when you're trying to figure out what you're gonna do,
even generally in the community--
going to school, getting a college education,
getting married, having children--
that's called cultural life script,
and that's different for each cultural community.
The deaf community has a different life script as well.
It includes giving back to the community,
to the deaf community--
maybe attending alumni events
from the schools that you attended--those types of things
are how you continue that.
Number 7 is resistant capital.
Maybe a sense of social injustice,
or if you're in the-- not in the majority,
you feel like the majority is resistant to you
and to you breaking into that and that you might be wrong
by trying to do what you're doing in life.
Last is linguistic capital.
That can be taken advantage of sometimes.
Um, suppose I speak Spanish and I go to a doctor
who does not speak Spanish.
Then I maybe can be taken advantage of in some way.
Or we could figure out ways to research how we could better
help the language communication to improve and increase.
Now, in science, is science easier in ASL or in English?
That's another discussion that we have, but this is more
from Peter Hauser's, uh, mentoring model...
that we've developed more options.
So for our study, you can see here
how we went about it.
To measure mentoring effectiveness,
we took--we looked at old surveys.
We had 3 surveys, and they had different applications,
but the questions--the items
were all the same on each survey.
They--they focused more on academic and discipline capital
as opposed to social capital,
but we did continue to add items to the surveys,
and then we disseminated the survey and got our results
and realized that there were many problems
with the first draft.
Traditional capital is very collinear.
A lot of our results
were in the .98, .99, .92 side of things,
and most people weren't really able to give us what we needed.
That survey was so huge and dense.
We didn't really think
that those kinds of traditional capitals
would be such an impact-- have such an impact
or be the factor that kind of messed things up
as much as it did.
Now, at the bottom, we were able to see a difference
with the cultural capitals, which were really different.
The cultural wealth was--uh, had a different impact
on the people that took our survey.
Another problem that we found out
upon reflection on the survey was actually...
was the option "NA," or nonapplicable.
We saw that it had a larger impact
on people who--who didn't feel like necessarily answering
the question and would kind of default to the "NA,"
and they ended up skipping
a whole bunch of our survey items,
which was kind of difficult.
So when we fed that into SPSS, our factor analysis crashed.
It could not handle it because the "n" was too small.
With a bigger "n," it could have, you know,
tolerated some of those skips,
but unfortunately not enough people
ended up taking the survey, and of that small enough pool,
enough of them were actually picking "NA,"
so it ended up messing up a bit
of what we were trying to go towards
and caused a few of our data problems
when we were attempting to do these analyses.
So we decided to go ahead and do it a second time
and more of an interview-based approach.
It was focus groups of 8, and what we did
was try and look at any of those missing items that, you know,
did not really quite come into play on the original survey,
and what we ended up noticing
was some really interesting themes.
We had this water-cooler-talk effect come up a lot, um,
because what ended up happening was, in these focus groups,
people made note of the fact that they felt oftentimes
in a workplace that their hearing peers and colleagues
were able to have conversations that essentially put up
an invisible wall for the deaf person in the room.
Now, you know, think about your own experience
as a deaf person in school.
I felt, a lot of the time,
that people were playing pranks on me,
and I would be told that, you know, "Oh, there's a party
"at our advisor's house," or something,
and I would go because I didn't know any better,
but I kept getting pranked because I was deaf,
and, you know, teasing is one thing,
but it was difficult to try and find these things,
and these invisible walls that are put up,
and the only time that you're actually let through them
are to be tricked or teased--
really is difficult, so these kinds of themes came up
for a lot of us within these focus groups,
and it was really interesting
to see these kinds of conversations
because they were almost cyclical.
Our experiences were rather similar.
I was thinking about those people that were in my life
as I went through my own education,
and, you know, realized
that the people that were in the focus groups
were having similar experiences.
But all those that were in my life prior,
like my advisors and those in my post-doc,
didn't have the same experience that I did
because they were mostly hearing people.
So, what we decided to do from here
was look and ask students with a variable field
what kinds of information--
and they didn't have to give a name--
we could use an alias-- but we really wanted to try
and document these experiences
because it was so critical for us and this realization
in these interviews in groups
that we actually had all these similarities
that were relevant and genuine.
So, what we did was work with Dr. Hauser
and got his approval to eventually move forward
with these ideas and hoped to eventually, um, express these
as concerns or at least try and form some kind of bond
across the deaf community that felt so isolated
or segregated for so long.
So our clean factor analysis was great.
It felt like a dream.
I remember running it
and just being thrilled to see things work out.
I would, you know, feed into the data set
to hope for the same answer, and we kept getting it, luckily,
and these were the 4 main factors
that came out of my work.
These themes were, of course, what I expected.
I mean, you know, it was one of those, "Oh, well, yeah.
"That's what we thought" things.
And, yeah, don't get me wrong.
There were some surprises, but it was pretty much
what we expected to see, luckily enough.
And we can, um, use this graphic that I have here
to compare some of my different variables.
This question was really important to me.
You can see here that this was some of the information
from our survey, and we based it
on one being either deaf themselves
or being in the, quote, "deaf-know"
or the third option being in the, quote, "deaf unaware"
or "somewhat ignorant" category provided.
So here are some more results.
You might notice two small surprises.
So social capital we thought would be a separate factor.
There were some mentors and advisors
that, uh, did not seem to really have the skill set
that we needed, but as far as our survey is concerned,
we could not identify everything within the traditional capitals,
and we realized that we did actually have to parse it out
a little bit differently.
Now, the other surprise that you might notice here,
which personally--I mean, I kind of thought
that the aspirational capitals would be more important
than they turned out being.
For this "Bridges" presentation, I discussed my research
but also wanted to leave you
with some take-home messages as well.
Really, I grew up with the American philosophy
that you work as hard as you can
and you'll get everything you want,
and that's really not true.
There are some exceptions, yes, but not all of us can do that.
Not all of us can be rich.
Um, there are some advantages, of course,
but we have to--you have to take advantage
of opportunities as well.
One example of an opportunity that came up for me
was for post-doc-- for a post-doc experience,
and I could have gone with what I was studying,
but I took advantage of a different opportunity,
something that was not along the lines of what I was doing.
It was out of the box. It was out of my field.
It was a different type of statistics,
and it wasn't quite comfortable, but it was worth it.
It was a good experience.
I'm thinking about how I got my Gallaudet position.
It was through connections.
How I got my post-doc experiences through connections,
through previous mentors.
Um, when I went to University of Maryland as well,
it was--most all of my work has been through connections,
and now I'm here for this presentation
through my connections as well.
Choose to work with people who want to work with you.
I maybe had a--made a mistake
going to the University of Maryland,
and they didn't actually want to work with me so much.
Well, my post-doc advisor wanted me, and it was clear,
and he was willing to meet me halfway,
and we had dual respect for each other.
It wasn't the same way with U. Maryland,
and I think it's very important that you choose.
If there's a good medical school that you're looking at going to
but they don't want deaf students there,
that's not the best place for you, possibly.
So I also changed this to apply a different way.
Your friends--same with your friends.
It's not worth back and forth and back and forth,
trying to keep friends.
Um, be with those who want to be with you.
I did a lot of interviews,
and...
it's best to have a lot more experience with publications
and research experience, and, yes, it's good to learn
how to work in a lab, but you learn a lot more
by doing a post-doc experience.
None of those pictures involved work.
I teach my students it's very important, very important,
for them to have a personal life as well.
I have been talking with some people
that I advise students to go to Ph.D. programs
and to go where they'll have support.
Deaf individuals must have a support system.
It will be very, very difficult to get through a Ph.D. program
without support, without a lot of support,
and I think many of you understand that,
that it will help you to get through.
And that's it. Thank you.
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