Blackdeafdoctorates brochure 3 by Rani

Black Deaf Doctorates:

the road less

traveled

Dr. Angela McCaskill

Chief Diversity Officer

Table of

Contents Foreword by David James, Ph.D. ...............................................................1 Acknowledgements ..................................................................................2 Introduction ...............................................................................................3 “It took more than 10 years before it was possible to say publicly, ‘several Black Deaf people with doctoral degrees.’” – Glenn B. Anderson, Ph.D. ............................................................................4 “I didn’t want Glenn to be lonely anymore.” – Carolyn McCaskill, Ph.D. .............................................................................6 “A Ph.D. is not a measure of your intelligence. It’s a measure of your determination.” – Khadijat Rashid, Ph.D. ............................................. 8 “Education is something that no man can take away from you.” – Ernest Hairston, Jr., Ph.D. ..........................................................................10 “It's up to us individually whether or not we utilize that tool that has been given to us.” – Raymond C. Merritt, Jr., Ph.D. ..............................12 “To this day it's incredible to see children who still have a hard time believing that I have a Ph.D. They tell me, ‘You're lying, Dr. Simms,’ and that breaks my heart.” – Laurene E. Simms, Ph.D. ............14 “It’s very important that you believe in yourself.” – Angela McCaskill, Ph.D. ............................................................................16 “Without having a mentor, you will feel lost at times.” – Elizabeth Moore, Ph.D. ..............................................................................18 “School hasn't really been my thing.” – Nefitiri Fellows, Ph.D. .................... 20 “God made a way.” – Simon Guteng, Ph.D. ..................................................22 “I let my work speak for itself.” – Joseph C. Hill, Ph.D. ................................24 “I think I kept waiting for someone else to be ‘the first.’” – Shirley Allen, Ph.D. ....................................................................................26

In Memoriam ...........................................................................................28

Foreword Foreword I took comfort in the belief that a career in mathematics would limit my need for verbal communication. This thought reflected my early schooling, where I excelled with limited accommodations in a predominantly hearing environment. Born and raised in Chicago, I suffered hearing loss after a bout with meningitis at the age of four. However, my parents were committed to ensuring that I had the best possible education—one where I was able to thrive among my peers (whether deaf or hearing). As a result of their support, I persevered through high school and college, earning a bachelor’s degree in natural sciences and a master’s degree in mathematics. I enrolled in a doctoral program in mathematics at New York University and became the first deaf African-American man to obtain a doctorate in 1977. I learned early on the power of resilience in achieving academic excellence. As illustrated by my fellow doctoral degree holders throughout this book, no goal is too high to attain despite the obstacles that may exist (real or perceived). Dr. Angela McCaskill exemplifies this drive and understands the importance of illuminating the stories of deaf African-Americans who have earned doctorates to inspire the “next generation” of doctoral students.

As Gallaudet University’s first deputy to the president and associate provost for diversity, McCaskill oversees the University’s Office of Diversity and Inclusion. In this role, she works with the Gallaudet community to promote an academically enriching and supportive climate that allows all members to thrive and succeed. She also brings a broad perspective and wide experience to these pages. In addition to her doctorate in special education administration from Gallaudet, she holds a master’s degree in social work from Howard University. Since receiving her doctorate, she has worked as assistant principal in the Model Secondary School for the Deaf and program specialist for the U.S. Department of Education. The deaf African-Americans she presents here are notable for their persistence, ability to overcome adversity and, most of all, their achievements. Their varied experiences—quite interesting in themselves—produce a sense of real possibility: a vision that illustrates that while the road to a Ph.D. is long and difficult, the intellectual, occupational and financial rewards are worth the journey. David James, Ph.D. Associate professor of mathematics Howard University Washington, D.C.

Acknowledgements Acknowledgements Success is rarely achieved in isolation. With this in mind, I thank those profiled in this book for their willingness to share their journey toward doctoral attainment. Your honesty and transparency is truly appreciated. My staff in the Office of Diversity and Inclusion at Gallaudet University (Janice Johnson and Mercedes Hunter) have been invaluable in keeping me organized to complete this book. Special thanks are also extended to Tamar Cloyd of The Cloyd Group, LLC who helped compile much of the research and personal stories into a comprehensive narrative. My sincere appreciation goes to Dr. William J.A. Marshall. Since 1985, Dr. Marshall has served as professor and chair of the Department of Administration and Supervision at Gallaudet University. He was also my academic advisor while I was a doctoral student. Often, the role of academic

advisor is transactional; advisors are charged with guiding a student through the process of attaining their degree. However, Dr. Marshall went over and above his duties as advisor. He was relentless in encouraging me to endure until the end, reminding me of how far I had come and my ability to succeed. I often compare a doctoral program to that of a race. In this analogy, Dr. Marshall was my coach, cheering me on from the sidelines. He is still available to lend a helping hand or word of encouragement to me until this day. As a result of his unending support, I became the first African-American Deaf woman at Gallaudet to receive a doctorate degree. Last, but not least, a huge thank you goes to my husband, friends and family members who continue to support me as I achieve greater aspirations, both personal and professional.

Introduction Introduction According to projections from the 2010 Census, the United States will become a plurality by 2060.i That is, no race or ethnicity will be able to claim the majority. The white, working-age population is expected to decline, while the minority workforce in 2060 is projected to grow with AfricanAmericans comprising almost 15% of the nation’s citizenry.1 In the wake of the Great Recession of 2007–2009, the race to provide educational opportunities, technical training and postsecondary education to America’s largest minorities has become a matter of national concern. Research reveals that higher levels of education allow people access to specialized jobs, which in turn are linked to increased pay scales. To illustrate, the average synthetic worklife earnings for African-Americans with doctorate degrees is approximately $2,367,324.2 This represents an increase of $353,586 (15%) and $807,192 (34%) in earning potential over those AfricanAmericans who hold a master’s and bachelor’s degree, respectively.ii For many African-Americans, the attainment of a research doctorate degree is elusive at best. In 2008, U.S. academic institutions awarded 48,802 doctorates.iii When race is considered, African-Americans only earned about 4% (n=2,030) of these degrees, approximately 44% less than their white counterparts (48%; n=23,208).iv This

disparity is exacerbated in the Deaf community. To date, there are only 13 known Deaf African-Americans who have received a doctoral degree.v A cursory review of the literature reveals scant data surrounding the factors that contribute to postsecondary success for Deaf African-Americans. Indeed, much of the literature focuses on factors contributing to the underachievement of this population. To fill this gap, Gallaudet University’s Office for Diversity and Inclusion hosted a panel discussion with nine of the 13 known deaf African-American doctoral degree holders on February 21, 2012 in honor of Black History Month.3 The discussion provided a unique opportunity for students from Gallaudet University, the Model Secondary School for the Deaf and Kendall Demonstration Elementary School—as well as the larger community—to learn how these panelists overcame the odds to obtain their doctorates. Their discussion inspired the creation of this book. The following pages provide a snapshot of the trials and triumphs encountered by deaf African-Americans who earned their doctorate degrees. It is my sincere hope that their stories become a beacon that lights the road for future deaf African-American doctoral candidates.

For the purpose of this book, “African American” and “black” are used interchangeably. Synthetic work-life earnings signify expected earnings over a 40-year period for the population aged 25–64 and are based on annual earnings from a single point in time. 3 Only 9 of the 13 known deaf African Americans who hold doctorates were available for the panel discussion. 1 2

Chapter Chapter 1 1 It took more than 10 years before it was possible to say publicly, ‘several black deaf people with doctoral degrees.’ Glenn B. Anderson is often credited as being the first deaf African-American to receive a doctoral degree.4 This understanding is primarily based on the fact that there were few deaf African-Americans who had achieved this degree by the early 1980s. In recalling his perception of the diversity of doctoral students, Anderson stated, “At the time I was pursuing a doctoral degree, my main goal was to obtain a high quality education and earn my

Glenn B. Anderson He earned his doctorate degree in rehabilitation counseling from New York University. He has a bachelor’s degree in psychology from Gallaudet College and a master’s degree in rehabilitation counseling from the University of Arizona. Anderson is an associate professor in the Interpreter Education Program at the University of Arkansas at Little Rock. He serves on the board of directors of the National Black Deaf Advocates (NBDA) and as a newsletter editor for the Arkansas Association of the Deaf. In 2007, he received the Alice Cogswell Award from Gallaudet University and the Lifetime Achievement Award from NBDA in 2012.

degree from New York University. It was only after I had obtained my degree that a number of people began identifying me as the first black, deaf American to earn a doctoral degree. I was aware that Seth Ocloo (a Gallaudet alumnus) had earned his doctoral degree from Southern Illinois University in the early 1970s so I always thought of him as being the first even though he had lived his formative years in Ghana and came to America as an adult.” While there was a significant increase in the number of deaf Americans with doctorates by the early 1980s, Anderson admitted he felt something was missing from this emerging community. “I certainly was able to network with a number of deaf colleagues, especially during the time I worked at the University of Arkansas Rehabilitation Research and Training Center from 1982 to 2008,” explained Anderson, “but I also wanted to have access to a cadre of my own ‘sisters and brothers’ with doctoral degrees.” The desire to see more deaf AfricanAmericans with doctorates prompted Anderson to act as a mentor to many of his colleagues. From serving on doctoral committees to reviewing proposal drafts and dissertations, Anderson remains dedicated to ensuring that deaf AfricanAmericans continue to have the support they need to be successful in their doctoral studies. For example, he was instrumental in encouraging Carolyn McCaskill to obtain her doctorate several years later.5 Anderson stated, “The one thing I have learned in life is that as African-Americans, more often than not, we will encounter adversity 4 5

and situations whereby many doors may not be as open for us as they may be for our white peers…. When one door is closed, what we must do is not become discouraged and simply give up. Instead, when we encounter adversity and ‘closed doors,’ we must be persistent and search for other doors of opportunity.” Anderson is a living testimony of the benefits of attaining a doctorate. He remarked, “Earning the degree has helped open up doors for me professionally that perhaps would not have opened without the degree. It has also helped open up doors in the areas of public service, such as being appointed in 1989 to the Board of Trustees at Gallaudet and receiving a presidential appointment in 2001 to serve on the National Council on Disability.” Beyond individual fulfillment, Anderson sees the added value that occurs when deaf African-Americans are able to contribute their ideas as thought leaders in their fields of study. “One example can be noted in the emergence of groundbreaking scholarly work on black ASL done by Drs. Carolyn McCaskill and Joseph Hill along with their colleagues Drs. Ceil Lucas and Robert Bayley. I find it exciting that Drs. McCaskill and Hill are continuing their collaboration through research on black deaf families. Research related to black deaf people as well as deaf people of color in general is a ripe area in which scholarly work is desperately needed. So I think the future looks promising for an even larger number of black deaf Americans to emerge and make important scholarly and leadership contributions.”

David James is actually the first, receiving his doctorate in mathematics from the University of Chicago in 1977. See Chapter 2 for Carolyn McCaskill’s story.

Chapter Chapter 2 2 I didn’t want Glenn to be lonely anymore.

Carolyn McCaskill She earned her doctorate degree in special education administration and supervision from Gallaudet University. She also obtained a bachelor’s degree in psychology with a minor in social work and a master’s degree in counseling for the deaf. She currently works as an associate professor in the ASL and Deaf Studies Department at Gallaudet. She received the Thomas and Julia Mayes Award and is co-author of the book, “The Hidden Treasure of Black ASL: The History and Structure of Black ASL.” She resides in Maryland and has two sons, Jamel McCaskill and Deron Emerson.

The pursuit of a doctorate degree was the furthest thing from Carolyn McCaskill’s mind. A self-professed bookworm, McCaskill believed that having attained a master’s degree, she had finally “arrived” and was now finished with academic pursuits. That is, until she had the conversation that would change her life and set in motion her journey toward her doctorate. When asked why she decided to pursue a doctorate, McCaskill recalled a conversation she had with Glenn B. Anderson (see Chapter 1). “I always admired his pursuit of the degree. And one day the two of us had a conversation. He reminded me that I was to get a Ph.D. Of course, I said to him, ‘There ain't no way I'm going to do that! I'm done with school.’ And he, of course, looked at me skeptically and said, ‘We can count on one hand how many … black deaf people there are with Ph.Ds…. I'm lonely. I'm very, very lonely.’” Raised in a family of three sisters and one brother (two of whom are deaf), McCaskill grew up far from lonely. Born in Mobile, Ala., she attended public school before transferring to the Alabama School for the Deaf in Talladega, several hours from Mobile. She went on to obtain her bachelor’s and master’s degrees from Gallaudet University in Washington, D.C. After graduation, she held various counseling positions while employed at the Model

Secondary School for the Deaf and with the Houston Community College System. It wasn’t until she decided to change careers that she was once more presented with the notion of obtaining a doctorate. When applying for a position in Gallaudet’s ASL and Deaf Studies Department, McCaskill was told that she had to obtain her doctorate in order to qualify. It was at this moment that she decided to become a doctoral candidate in the University’s Department of Administration and Supervision. Like Anderson, McCaskill underscores the importance of having a supportive community in working toward a doctorate. She stated, “It's very important to create a network of people. When you network, people begin to know what you're doing and can support you even better. They can refer you to certain resources that are out there … so seek out that support.” When asked what she would say to someone contemplating whether or not to pursue a doctoral degree, McCaskill offers this bit of advice: “The economy changes, the job market fluctuates … regardless of any of those circumstances, it's important for a person to keep their eye on the prize. By the time you complete your program, the job market may be good, and you’ll already have your education. You’ll have your degree. So don't let that stop you.”

Chapter Chapter 3 3 A Ph.D. is not a measure of your intelligence. Itâ&#x20AC;&#x2122;s a measure of your determination.

Khadijat Rashid Born in Nigeria, she earned a doctorate in international relations and international economic policy from American University. She currently works as a professor of business administration at Gallaudet University where she has been on faculty since 1994. She was the first coordinator of the Gallaudet Leadership Institute's Deaf Women's Leadership Program. Rashid was appointed to the 20102011 class of White House Fellows, becoming the first deaf person with this honor. She serves on the board of the Maryland School for the Deaf and Discovering Deaf Worlds, an NGO aimed at helping signing deaf communities worldwide.

Curiosity and a love of education were the main factors that contributed to Khadijat Rashid’s desire to pursue a doctorate in international relations and international economic policy from American University (AU) in 2004. “I was interested in knowing why some countries develop so well, while others continue to struggle. I noticed that having a Ph.D. after my name in some way compels respect, sad but true. Most people assume that if you are black, deaf and female, you have to be stupid or ignorant or otherwise not of consequence. The Ph.D. automatically dispels these stereotypes.” Rashid also understands the importance of self-confidence in achieving your dreams. “I felt as a black, deaf woman, there were too many obstacles against me. When things happened, I would always question whether it was because I was black or deaf or a woman,” she recalled. “And you know it happened over many, many years. I think many of us black deaf people feel very dejected because of that.” Thankfully, Rashid was never short on having access to a community of people dedicated to seeing her succeed. Recalling her journey, Rashid shared, “I had many mentors in my immediate family, with my in-laws, at my program at AU, and at Gallaudet, where I was already teaching. All of them encouraged me in different ways, and all of them had a firm belief in my ability

to do this and to complete the program even when I was doubting myself. I honestly believe one reason I didn't give up at times was because I didn't want to disappoint so many people!” Despite having access to a supportive environment, Rashid acknowledges the tenuous reality of pursuing a doctorate. She stated, “Costs aren't just financial but also include opportunities foregone…time away from family and friends and sheer, hard work. Don't do it because you think a Ph.D. will pay off financially—in all but very rare instances, it won't, though you will get the psychic satisfaction of knowing you accomplished something that only very few people ever do.” Come what may, Rashid believes that obstacles (perceived or real) are not enough to deter anyone from achieving a doctoral degree. Indeed, struggles are intrinsic to everyone’s life. She offers this advice for anyone looking to become a doctoral candidate: “I wish I'd known I didn't have to kill myself by trying to do so much, by trying to be perfect—working a full-time job and going to school full-time while being a wife and mother. I wish I'd forgiven myself more easily for some of the mistakes I inevitably made. I've learned there is only so much you can do at any one time. Do what you can and let the rest go, and don’t feel guilty! But, do whatever you do well.”

Chapter Chapter 4 4 Education is something that no man can take away from you. For Ernest Hairston, the inspiration for obtaining a doctorate came not of necessity, but rather admiration and aspiration. When reflecting on his decision to pursue a doctorate, Dr. Hairston shared this story: What motivated me was actually my supervisor and mentor, Dr. Malcolm Norwood (Mac). He was chief of the Captioning and Adaptation Branch within the U.S. Department of Education

Ernest E. Hairston, Jr. He earned his doctorate degree in special education administration and supervision from Gallaudet University. He also earned a bachelor’s degree in education from Gallaudet and a master’s degree in administration and supervision from California State University at Northridge. Hairston is a co-founder of the National Black Deaf Advocates. He is also an accomplished writer, co-authoring “Black and Deaf in America: Are We That Different?” with Linwood Smith. Committed to philanthropy, Hairston and his wife, Mencie, established the High Bridge Foundation, Inc. in 2012 which provides financial assistance for high school students from underserved communities to pursue higher education. Hairston retired from the U.S. Department of Education’s Office of Special Education Programs in 2011 after 40 years of service.

at that time. He received his Ph.D. after he had already been awarded an honorary degree from Gallaudet University and was a high-ranking federal official. I asked him why he pursued a doctorate even though he had already been conferred an honorary degree. Mac responded, “I was in a meeting with various other professionals in the field, mostly hearing. When I tried to make a point, one man contested me, stating, ‘Mr. Norwood, I have a Ph.D., do you?’” Mac then decided to pursue and obtain his doctorate, so the next time someone remarked, “I have a Ph.D.” he could reply with, “So what, so do I.” Hearing this story truly impressed Hairston and as a result, he was encouraged to pursue a doctorate. Born in 1939 in Stotesbury, W.Va., Hairston’s parents emphasized the importance of obtaining a quality education, because growing up in Stotesbury typically meant a life working as a coal miner. Hairston became deaf after battling spinal meningitis at the age of five, shortly before he was to enter first grade. When he struggled to finish a few homework assignments, his doctor suggested that his parents enroll him in the West Virginia School for the Colored Deaf and Blind (WVSCDB) in Institute, where he excelled. At the time, there were very few deaf black people who attended college so vocational training was offered to students. Hairston was on track to become a tailor and barber until the Supreme Court’s historic 1954 case, Brown vs. Topeka Board of Education, which ruled school segregation unconstitutional. The following year saw Hairston and his WVSCDB classmates transferring to the formerly all-white

West Virginia School for the Deaf and Blind (WVSDB) in Romney. Hairston continued to excel in school and was placed in a one-year collegepreparatory program while at WVSDB. With Norwood’s encouragement, Hairston enrolled at the newly integrated Gallaudet College (now Gallaudet University), where he immersed himself in campus life, actively engaging in sports, theatre and student governance. He graduated from Gallaudet with a bachelor’s degree in education and later, a master’s degree in administration and supervision from California State University at Northridge. Hairston pursued a career in academia, becoming the first black deaf teacher at the State School for the Deaf in Raleigh, N.C. (later renamed the Governor Morehead School for the Deaf). He also worked as the head teacher and coordinator for the Michigan Association for Better Hearing and Speech in Lansing, instructing low-verbal deaf adult males. From there, he moved to Columbus, Ohio, where he became project director of the Diagnostic, Evaluation, and Adjustment Facility at the Goodwill Industries of Central Ohio Rehabilitation Center. While in Columbus, he also acted as editor of the Buckeye State Bulletin, the Ohio Association of the Deaf ’s official newsletter. In 1971, Hairston returned to Washington, D.C., where he became education program specialist for the U.S. Department of Education (DOE). In 1989, he was promoted to branch chief of the DOE’s Captioning and Adaptation Branch, where he oversaw the implementation of policies and strategies for providing technology andOver text.

Chapter Chapter 5 5 It's up to us individually whether or not we utilize that tool that has been given to us.

Raymond C. Merritt, Jr. He earned his doctorate degree in neuroscience from the University of Maryland. He has been on faculty at Gallaudet University since 2002 teaching genetics and biology. Merrittâ&#x20AC;&#x2122;s dissertation focused on inner-ear proteins contributing to deafness in animals. He was also a Ford Foundation Diversity Fellow. Merritt uses his expertise in molecular biology to collaborate with two different laboratories at the National Institutes of Health, including the Laboratory of Cell Structure and Dynamics. He also works with the Cancer Research Project in the Molecular Genetics Laboratory at Gallaudet.

Raymond C. Merritt, Jr. knows the importance of thriving in a diverse environment. Born and raised in Long Beach, Calif. to an African-American father and white mother, Merritt has always embraced and celebrated his multiracial background. As the first culturally deaf black male to study the molecular biology of deafness, Merritt entered a field that is known for its racial and cultural diversity. However, most of his involvement was marked by perfunctory inclusion. “One of those barriers that I had to overcome was that I was taken in, but mostly as a token. I was taken in merely just for them to meet their quotas because I was black and deaf so they needed to meet the diversity quotas. So because of that, I started to feel invisible,” shared Merritt. His passion and the support he received from his advisor propelled Merritt to push forward and obtain his master’s degree in genetics and his doctorate in neuroscience despite the stigma that resulted from tokenism. When considering the value of obtaining a doctorate, Merritt shared, “Having a master's degree is similar to a joystick. It allows you to go east and west. But with a Ph.D., you're able to

go in any direction that you would like to go. It doesn't matter. There are no restrictions. You have opportunities to flow in whatever direction you want to and to excel without even thinking about it.” This access is evident in Merritt’s accomplishments. He is credited with identifying two deafrelated proteins that interact to regulate the length of the hair cells and is the first black deaf author to publish research in the journal, Nature Cell Biology. Merritt offers some caution, though, in deciding whether or not to pursue a doctorate. “As far as being able to achieve a Ph.D., it isn't a guarantee that you're going to graduate and find a high-paying job, and financially be able to support yourself and live the high life,” he said. “I received my Ph.D. from the University of Maryland. At my graduation the keynote speaker emphasized—and this really had an impact on me—that the reason you're conferred this degree, it's an award, yes, and it's an honor. And you as a recipient need to view that Ph.D. as a tool, that degree is a tool for you to utilize. It's up to us individually whether or not we utilize that tool that has been given to us.”

Chapter Chapter 6 6 To this day it's incredible to see children who still have a hard time believing that I have a Ph.D. They tell me, ‘You're lying, Dr. Simms,’ and that breaks my heart. Despite being a self-professed nerd, Laurene Simms had no interest in pursuing a doctorate. As an elementary school teacher for deaf children, she felt like her career was already solidified—working directly with kids was where she needed to be. Ironically, it was this passion that aroused the attention of her supervisor who urged Simms to consider a different path.

Laurene E. Simms She earned a doctorate degree in language, reading and culture from the University of Arizona. She currently works as a professor/director of the deaf education program at Gallaudet University. After graduating from the Indiana School for the Deaf, she received a bachelor’s degree in elementary education from the University of Nebraska and a master’s degree in deaf education from Western Maryland College. Simms is experienced in implementing an American Sign Language (ASL)/ English bilingual environment for deaf and hard of hearing children and is an expert on using these languages for instruction as well as multiculturalism.

When asked why she chose to pursue her doctorate, Simms answered, “I taught in an elementary school classroom for many, many years. I planned to continue that until I ended my career. During that time, we had many visitors who came through the Deaf school to show off the kids. Often they came through my classroom to observe how I taught, and they asked at one point if I would mentor other teachers in teaching reading and writing to students. I told them, ‘No, thank you. I plan to teach until I die. I have no interest in mentoring new teachers.’” She went on to say, “My principal continued to implore me. Finally, I decided that I needed to do that and move into a supervisory role. So we had weekly gatherings where we consulted about teaching children literacy skills and working with them and so forth. And I realized that I wanted to study more about how to train teachers. I needed to get more education myself on the pedagogy of teaching.” The decision to obtain more education led Simms to apply to the University of Arizona’s Teaching and Teacher Education doctoral program. Despite her initial protests, Simms thoroughly enjoyed the program and after graduation, she was offered a job in teacher preparation at Western Oregon University. This position allowed her to not only continue teaching, but to share her passion for the art of instructing with emerging teachers. Looking back, Simms understands the added value of having a doctorate. When reflecting on the difference between a master’s and a doctorate

degree, she said, “The reason why I value a Ph.D. so much is because a Ph.D. is a reflection of my own thinking, my own research. With a master's degree, usually you have to do assignments for a teacher. They want so many pages; they want this type of report; they want this type of project. So you type it up and hand it in for the professors, for them, to meet their requirements for graduation. So you're kind of following them, following their own demands. When I pursued a Ph.D., it was like, ‘What do you think?’” In addition to the personal satisfaction of having a doctorate degree, Simms emphasizes the importance of encouraging African-American deaf youth to consider a Ph.D. Growing up in Indianapolis, her parents believed that she could achieve anything despite being deaf, and this greatly influenced her success. Simms shared, “I would often visit schools to give presentations and counsel teachers. So when I visited, I would always ask for time to meet with the students, because I wanted the students to see me as a role model.” Simms acknowledges that work still needs to be done. The pursuit of a doctorate degree needs to be shared as a viable option for students from a young age. She agrees the path toward attaining a doctorate is easier than it was in the past. Despite perceived and real obstacles, she knows the power of a collective community and encourages individuals to move beyond their comfort zone, just as her supervisor encouraged her to do so many years before.

Chapter Chapter 7 7 Itâ&#x20AC;&#x2122;s very important that you believe in yourself.

Angela McCaskill She earned a doctorate degree in special education administration from Gallaudet University. She has worked at the Model Secondary School for the Deaf serving as assistant principal and outreach specialist. From 2000 to 2007, McCaskill was an education program specialist for the U.S. Department of Education where she oversaw statesâ&#x20AC;&#x2122; implementation of the Individuals with Disabilities Education Act and the Education of the Deaf Act. In 2011, she was appointed deputy to the president and associate provost for diversity at Gallaudet. She currently serves on the Board of Trustees for the Maryland School for the Deaf.

For Angela McCaskill, nothing is impossible once you make up your mind. As the first African-American deaf female student to obtain a doctorate degree at Gallaudet University, McCaskill has been breaking barriers since childhood.

on the campus of Gallaudet University, where she held several positions including assistant principal, program manager and outreach specialist. In addition, she enrolled at Howard University where she obtained a master’s degree in social work.

Born in Mobile, Ala., McCaskill grew up in a single-parent household, where two of her four siblings were deaf (including sister and fellow doctorate degree holder, Carolyn McCaskill).6 She initially attended segregated schools until her middle and high school years, where her classroom environment became predominantly white. After high school, McCaskill enrolled at Alabama State University, where she earned her bachelor’s degree in social work. Following in the footsteps of her sister Carolyn, McCaskill then moved to Washington, D.C. and began the path of continuing her education, not just academically, but culturally, immersing herself in the District’s diverse deaf community.

Though she already had an advanced degree, McCaskill was committed to continuing her education. After taking a year off from school, she enrolled in the doctoral program for special education administration at Gallaudet University, initially taking a few classes at a time. Though it took her 10 years to complete the program, McCaskill did not get discouraged. She successfully obtained her doctorate degree in 2004.

Although she had family members who were deaf, McCaskill did not learn American Sign Language (ASL) growing up. Upon her arrival in D.C., she began to make friends who subsequently taught her ASL. She also started working at the Model Secondary School for Deaf

Reflecting on her journey toward her doctorate, McCaskill emphasizes the importance of not giving up, especially in the face of life obstacles. “I remember when I started the program, I wasn't married. During that time I got married and had two children. Then I got divorced and moved out on my own, but I continued to work, raising my kids, juggling responsibilities. And it shows if you have faith and determination, there are no barriers that you can't overcome. You must dream beyond your situation. You think your situation is so bad? It's not true.”

For more information on Carolyn McCaskill, see Chapter 2.

Chapter Chapter 8 8 Without having a mentor, you will feel lost at times.

Elizabeth Moore She obtained her doctorate degree in special education administration from Gallaudet University. She is currently MSW program director and associate professor in the Universityâ&#x20AC;&#x2122;s Department of Social Work. She currently serves on the National Association of Deans and Directors of Schools of Social Work, National Association of Social Workers/ Metropolitan Washington Schools of Social Work Policy Practice Forum Steering Committee and the Linwood Smith Scholarship Committee. She is a member of the National Black Deaf Advocates and D.C. Area Black Deaf Advocates. Moore received the Thomas and Julia Burg Mayes Award in 2011 for community education leadership and management.

Growing up in Philadelphia, education was a mainstay for Elizabeth Moore. Reared in a household where her father was a reverend and her mother a social worker and community activist, Moore learned early the importance of giving back to one’s community. Her father spent many hours traveling, preaching, helping people and fighting for the rights of African-Americans. He even took Moore and some of her siblings with him to various community activities. Her father, uncles and aunt were also involved in the Civil Rights Movement, especially the work that occurred in Washington, D.C. With a rich background like this, it is no wonder that she decided to focus her education and career on improving the quality of life for so many people. Moore attended W. & E. Martin School, an oral day school for deaf and hard of hearing students, until the age of 13. She then transferred to the Pennsylvania School for the Deaf, a residential school where she finally learned American Sign Language. Moore was the salutatorian of her high school graduating class and went on to attend Gallaudet University, where she earned both her bachelor’s and master’s degrees in social work. When Moore decided to pursue a doctorate in special education administration, her journey was not without obstacles. Changes in her personal life greatly affected her progress. Moore explains, “It took me a total of 14 years to complete my Ph.D. … and I certainly had obstacles along the way.

I divorced. I became a grandmother. My son was called to war. I put all my studies on hold because I had many sleepless nights when my son was out in the field, and that took about two years. Once my son returned to the homeland in one piece, I was able to refocus on my studies through to completion.” Moore ultimately believes that a mentor would have greatly helped to ease the burden in working toward her doctorate. She recalled, “I realized that the key was actually having a mentor. I did have a Ph.D. program advisor, and it was great to be able to communicate with my advisor. But my advisor wasn't always available.” She recalls one particular story where she encountered opposition from one of her professors. “It was a statistics class, and the professor wanted to block me from taking the class. I came along with two professional interpreters so I could take the class. I did have a pre-session with the professor, so the professor understood the ins and outs of the Americans with Disabilities Act (ADA), but when I tried to register for that class, the professor actually wanted to block me completely from taking the course,” she said. “So I actually had to file an ADA compliance complaint. And I also had problems there receiving services. So I went to the director of the Ph.D. program, spoke to the higher up’s, and the professor was actually reprimanded for what they did. I realized I needed to have a mentor to navigate this journey with me from beginning to end.”

Chapter Chapter 9 9 School hasn't really been my thing.

Nefitiri Fellows She obtained her doctorate degree in postsecondary and adult education from Capella University. She received her bachelorâ&#x20AC;&#x2122;s degree in government from Gallaudet University and her masterâ&#x20AC;&#x2122;s degree in deaf education from Western Maryland College (now McDaniel College) in Westminster, Md. She currently teaches language arts to elementary school students in Washington, D.C. Fellows previously worked as an English instructor at Gallaudet University. She is the proud mother of one son.

For Nefitiri Fellows, being a student was never something she enjoyed. Born in Washington, D.C., she admits that she is competitive, having been raised in a family of overachievers—her grandfather obtained his doctorate and another family member earned a doctorate in medicine. Yet, obtaining this advanced degree was still the farthest thing from Fellows’ mind. Fellows obtained her bachelor’s degree in government from Gallaudet University and her master’s degree in deaf education from Western Maryland College (now McDaniel College) in Westminster, Md. An educator already, Fellows taught high school students. Once she began working in the college classroom though, her desire to continue working at that level prompted her to reconsider her decision to forego a doctorate. She believed that a doctorate would allow her to have a greater impact on her students’ learning. She shared, “I guess what really motivated me was I wanted to do something better for myself—where I can use my knowledge/skills to make a difference in the lives of the students that I work with.” Fellows went on to obtain her doctorate degree in postsecondary and adult education from Capella University. Reflecting on the benefits of obtaining this degree, she shared, “Having a

Ph.D. gives me a sense of intellectual and occupational security—knowing that not only I, but other people value my education and how I can use my knowledge/understanding/experience to work with and help people.” She added, “I feel that having a doctorate gives students hope that they can obtain a doctorate if they put their minds to it.” While the decision to study full-time is an option for some, many doctoral candidates complete their studies while working a full-time job. Though working may increase the length of time that people are enrolled in a doctoral program, Fellows believes this can actually be useful. She stated, “It's very important to have work experience prior to entering a doctoral program. Applying the theory to practice makes your study much easier. It's also very important to have work experience while you're working on a Ph.D. I did not do that in my situation. I had a child and I was not working full-time. I was taking classes, and there was knowledge that I wasn't able to really apply to my study. I think that had an effect on my ultimate progress as I was moving through my degree. I do think my studies ended up being more difficult because I didn't have the work experience while I was in the doctoral program. So I would offer that you keep up with your work.”

Chapter Chapter 10 10 God made a way.

Simon Guteng He obtained his doctorate degree in special education and rehabilitation (with a concentration in educational leadership) from the University of Arizona. He also received his bachelor’s degree in psychology and master’s degree in deaf education from Gallaudet University. Guteng has served as director of program development and innovations for Gallaudet University’s Center for Continuing Studies and as a faculty member in the Department of Education. He is actively involved in disability advocacy and has served in the capacity of special assistant to the executive governor of Plateau State, Nigeria on disability and policy matters.

Simon Guteng always dreamed of pursuing a doctorate. His motivation stemmed from his desire to achieve the degree, obtain additional knowledge in his field of study and improve the quality of life for deaf Africans. However, Guteng’s dedication was not without challenges. Ultimately, it was his faith in God that motivated him to persevere. When reflecting on his challenges in pursuing a doctorate degree, Guteng shared the following story: Initially I started taking courses to experience how it felt to enter a Ph.D. program. I drove eight hours every week from Tucson, Arizona to Phoenix. And then on Tuesday and Thursday, I drove two hours to the University [of Arizona] and back to the campus. So I drove over eight hours a week for an entire semester. And I asked myself if I could keep up with it without moving. My wife was pregnant at the same time that I was pursuing my Ph.D., and she was on complete bed rest. I had to make a decision about whether I was going to persevere or stay with my wife. The two of us had a conversation about it, and we said, “Let's pray.” We presented three questions to God. We said, “God, if this is really your will for

me to be involved in the Ph.D. program, then I'll get a job in Tucson… Secondly, I'll get support from Gallaudet University. And thirdly, we'll find a place in Tucson that will be comfortable for my wife so she can rest.” All of these things happened, and Guteng’s prayers were answered. When his wife was still on bed rest, she told him one day that it was time to move closer to campus. Guteng recounted, “She said, ‘Simon, let's go.’ I asked her, ‘Are you serious?’ and she said, ‘Let's go… Let's walk on faith.’ And out of the blue, people showed up to help me and things started to work out. God made a way. So even challenges can become good.” Guteng’s faith wasn’t the only thing that increased as a result of his decision to pursue a doctorate. He also learned humility and the power of contributing to one’s field of study. He said, “When I did receive my Ph.D., it was a very humbling experience. You learn so much: to be able to produce and express that information in an articulate manner, that is what the Ph.D. gives you. You have your peers reviewing your work, and it becomes a community effort. You're no longer a consumer. You're a producer.”

Chapter Chapter 11 11 I let my work speak for itself.

Growing up in Cincinnati, postsecondary education was already a given for Joseph C. Hill. In fact, his brothers and sisters (all of whom are deaf) went to college, so it made sense that he would, too. What he didn’t anticipate, though, was pursuing a terminal degree. “I never thought about going beyond a bachelor’s degree,” Hill admitted. “During my senior year, I realized that I wasn’t satisfied with my major and my social life during my college years, so I wanted to make up for that at Gallaudet. I wanted to better understand myself as a deaf person and pick a career that

Joseph C. Hill He earned his doctorate degree in linguistics from Gallaudet University. He obtained his bachelor’s degree in systems analysis from Miami University and his master’s degree in American Sign Language (ASL) linguistics from Gallaudet. Hill is an assistant professor in the Department of Specialized Educational Services at the University of North Carolina at Greensboro. He studies attitudes toward signing variation in the American Deaf community in terms of language variation, ideology and contact. Hill co-authored the book, “Hidden Treasure: The History and Structure of Black ASL.” He also published, “Language Attitudes in the American Deaf Community.”

allowed me to contribute something to the deaf community. I looked at the list of graduate programs, and I found myself attracted to linguistics. So I applied for it and got an acceptance letter. The linguistics department chair followed up with me and told me about a new Ph.D. program in linguistics. He told me that if I went for a Ph.D. immediately after completing my master’s, I could receive financial assistance starting in my first year as a master’s student.” Hill went on to excel in his doctoral studies, becoming the first person in his family to obtain a doctorate and the first black deaf student to do so in linguistics at Gallaudet. He contributes much of his success to the strong support he received from his instructors. Hill said, “In my linguistics department, my master’s and doctoral advisors pushed me to finish my degrees. I was lucky to be matched with them, and they gave me opportunities to go further in my studies and in my career.” When reflecting on his experience, Hill shared, “It takes a long time to get a Ph.D. It was seven years for me after I completed my master’s. I changed my research topic after a few years so that’s why it took a while to finish. The pursuit of a Ph.D. degree requires a huge amount of time and money, and you need to have a good support system in place because it is a very lonely and stressful experience. If your partner, family or friends are not supportive, that will add to your stress, and you don’t need that. If you take out the loans for a Ph.D., you will need to think about how much you can afford to pay back.”

With respect to finances, Hill admits he was very fortunate in receiving scholarships and research fellowships that allowed him to study without worrying about money. “When the money ran out and I still had to finish my dissertation, I found work as a research assistant. The money was not much, but it helped pay the bills and I was thankful to have a person who supported me financially without expecting any money back. She told me that instead of paying her back, pass it on to a next person who needs it. So I am following her advice.” During the last year of his doctoral program, Hill took a job at the University of North Carolina, Greensboro. He recalled, “In the last year of my Ph.D. program, I had to find a job to support myself. I found a faculty job in a university in a city I had never lived in and with people I never knew. It was a tough year working full-time as a university instructor and working on my dissertation, but I made it.” When asked what advice he would offer to a student of color considering whether or not to pursue a doctorate, Hill replied, “I would say that they should be prepared for the stress of being a visible student of color who pursues a Ph.D. They should prepare themselves to be role models whether they are ready or not. They should also pursue Ph.D.s for themselves, not for the others, because it is quite a sacrifice and the reward is sweeter when it is something personal to them, not what others want for them.”

Chapter Chapter 12 12 I think I kept waiting for someone else to be â&#x20AC;&#x2DC;the first.

Shirley Allen She earned her doctorate degree in counseling education from the University of Rochester. She is thought to be the first black deaf female to earn a doctorate. After working for the Peace Corps and the Internal Revenue Service, Allen served as a residence hall supervisor and English teacher at Gallaudet University. She then went to work as an assistant professor in the Department of General Education at the National Technical Institute for the Deaf (NTID), a college within the Rochester Institute of Technology. After 28 years, Allen retired from NTID and now resides in Texas.

Though she is thought to be the first African-American, deaf, female to obtain her doctorate, Shirley Allen never planned to pursue this degree. After receiving her bachelor’s degree in English from Gallaudet College (now Gallaudet University), Allen believed that was the end of her classroom education. Upon receiving her master’s degree in counseling and guidance from Howard University, she began taking professional development courses as required by her job at the time. It was then that she started to rethink her decision to not pursue a doctorate. “I took one class a semester. I just seemed to have kept going—finally, I told myself, ‘Why not try to go on for the doctorate?’ Since I knew no black, deaf, women with doctoral degrees, there wasn't much incentive. I decided to try it anyway.” This perseverance embodies Allen’s life story. While studying music education (with an emphasis on piano) at Jarvis Christian College in Hawkins, Texas, Allen lost her hearing due to an illness. This incident caused a complete change with respect to her career goals, since she had planned to become a classical concert pianist. Nevertheless, she enrolled at Gallaudet and began to immerse herself in Deaf culture. Although she wasn’t fluent in American Sign Language, Allen successfully completed her college and postsecondary education without the benefit of an interpreter.

Rochester in New York. She highlights one particularly complex incident with her dissertation advisor. “I was never sure that the problems I encountered happened because I am black, deaf, or female,” Allen recalled. “One that seems to be unforgettable is, the last professor who was appointed as my dissertation advisor gave all the signals of being a racist. He seemed to have tried everything to keep me from graduating. He even told me that I did not write my dissertation, then left and went overseas before I could finish! I ended up having to do my orals again for the head of the department. He was very puzzled as to why the advisor would not sign my final papers.” Looking back, Allen feels a great sense of accomplishment at having pushed forward in the face of various obstacles. News of her accomplishments traveled far and wide, allowing her to come full circle when 40 years after her hearing loss, Jarvis Christian College invited her to represent the college by appearing on a nationally televised event hosted by the United Negro College Fund. She is optimistic that more African-American deaf students can and should work to achieve their doctorate. She shares this advice: “Earning the degree made me know that I had the ability and the patience (not to mention friends and family urging me on) to do this. If one is not sure that he/she can achieve this goal, then expect the unexpected and try anyway.”

Allen continued to face challenges once she enrolled in the counseling education doctoral program at the University of

In Memoriam In Memoriam This book would not be complete without mentioning the achievements of Dr. Reginald Lee Redding and Dr. Nathie Marbury, both of whom passed away prior to the writing of this book. Though gone, their legacy will never be forgotten.

Reginald Lee Redding He received his doctorate in special education administration from Gallaudet University. Born in Trenton, N.J., Redding graduated from the Marie H. Katzenbach School for the Deaf. He was dean of the College for Continuing Education at Gallaudet. He was also an administrator at the National Technical Institute for the Deaf and superintendent of the Eastern North Carolina School for the Deaf. In addition, he served as president of the National Black Deaf Advocates. Redding passed on May 4, 2013, and is survived by a son, Reginald Lee Redding, Jr. and a host of family members.

Nathie Marbury She obtained her doctorate in deaf studies/deaf education from Lamar University. Born in Grenada, Miss., Marbury was raised in Pennsylvania and graduated from the Western Pennsylvania School for the Deaf. She achieved many firsts including being the first black, deaf female instructor at the Kendall Demonstration Elementary School for the Deaf and the first black Deaf female to serve on the board of the National Association of the Deaf as an appointed member-at-large. Marbury was passionate about instruction in American Sign Language and inspired many to appreciate the language. She passed on April 15, 2013.

Nhan, D. (December 12, 2012). Census: U.S. Population Expected to Slow, Skew Older and More Diverse by 2060. National Journal (online). Retrieved on May 7, 2013 from http://www.nationaljournal.com/thenextamerica/ demographics/census-u-s-population-expected-to-slow-skew-older-and-more-diverse-by-2060-20121212.

Julian, T.A., & Kominski, R.A. (2011). Education and Synthetic Work- Life Earnings Estimates. American Community Survey Reports, ACS-14. Washington, D.C.: U.S. Census Bureau. Fiegener, M.K. (2009). Numbers of U.S. Doctorates Awarded Rise for Sixth Year, but Growth Slower. Issue brief no. NSF 10-308. Arlington, VA: National Science Foundation.

iii

iv v

Ibid.

Carmack, K. (March 14, 2012). Black Deaf Doctorates Discuss Successes, Struggles. Washington Informer (online). Retrieved on May 2, 2013 from http://washingtoninformer.com/news/2012/mar/14/black-deaf-doctorates-discuss- successes-struggles.

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