Culturally competent mental health providers are needed to serve deaf and hard of hearing populations. This study used a mixed-methods approach to investigate deaf and hard of hearing students’ experiences of bias, affirmation, and program climate at a bilingual (ASL/written English) university. Results emphasized the importance of access to signed classroom communication and mentoring opportunities with deaf faculty. Participants also described extensive peer conflict, often centering on D/deaf identities, language use, and/or race. Participants also reported experiencing discrimination when seeking internships and externships and wished to see faculty actively engaged in resisting biases experienced during their training.
Schooler, D., Day, L. A., Maynard, S., Rosier, R., Pabon, A., Miller, C. A., & Wagner, K. (2021). Becoming Psychologists: Barriers and Bridges Encountered by Deaf and Hard of Hearing Students in Education and Training Settings. JADARA, 54(2), 31. Retrieved from https://nsuworks.nova.edu/jadara/vol54/iss2/4