Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. However, deaf individuals still face challenges in university science education. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals. In addition to a lack of communication access, deaf students may also feel unwelcome in STEM, as do other underrepresented groups. In this essay, we review evidence from the literature and, where data are lacking, contribute the expert opinions of the authors, most of whom are deaf scientists themselves, to identify strategies to best support deaf students in university STEM education. We describe the journey of a hypothetical deaf student and methods for faculty to create a welcoming environment. We describe and provide recommendations for classroom seating and layout, accommodations, teaching strategies, and research mentoring. We also discuss the importance of including deaf scientists in research about deaf individuals.

Deaf individuals are disproportionately underrepresented in science, technology, engineering, and mathematics (STEM) careers, particularly those requiring doctoral degrees. The leakage in the STEM pipeline between undergraduate enrollment and the awarding of doctoral degrees to Deaf students may be attributed, in part, to a lack of Deaf individuals in academic mentoring roles. This study examines mentoring experiences of Deaf mentees and their Deaf mentors who help them navigate in the STEM community as future Deaf scientists. The experiences of 3 Deaf mentoring dyads (Deaf mentor/Deaf mentee) working in undergraduate research laboratories are captured in this phenomenological study. Informed by a Deaf navigational capital framework, participants described the nature of their mentoring dyad and the content of navigational capital extended to Deaf mentees. Three themes emerged from this study: (a) modeling how to be a Deaf scientist; (b) promoting and fostering self-advocacy skills through inclusion and access; and, (c) networking with a broader community of scholars. The building of navigational capital for Deaf mentees is discussed.

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The Challenge American Sign Language (ASL) education for L2/Ln students is growing so rapidly for the past few decades, but little is known about the landscape of ASL education as a field. What challenges does ASL education encounter? What direction does ASL education take? How does ASL education sustain itself?

Navigating a phonocentric and audistic society can be challenging for Deaf people, yet some of them adapt and exhibit resilience. Although there is a plethora of resilience studies, Deaf people’s narratives are largely unexplored. This phenomenological study explored from a Deaf cultural-linguistic lens 10 Deaf professionals who use American Sign Language in the United States and their observation of other Deaf people’s lived experience. The study focused particularly on their experiences in overcoming significant barriers in their lives and the factors that strengthen Deaf people’s resilience. Based on qualitative data gathered from narrative interviews, three main themes emerged from this study: (a) Barriers to Incidental Learning: The Dinner Table Syndrome; (b) Importance of Family Involvement; and (c) Protective Role of the Deaf Community as a Second Family. The stories in this study highlight how Deaf professionals and other Deaf people navigate barriers and manifest resilience.