Research Translated! Deaf People and Educational Attainment in the United States: 2017

Aug 26, 2017

Learn the statistics between education and the deaf population as a whole, including those who are hard-of-hearing, oral, late-deafened, and varying hearing losses.

#NDC #deafincollege #deafeducation

Read full publication: https://www.nationaldeafcenter.org/re…

Visual description can be seen here: https://docs.google.com/document/d/e/…

Video Description:

[bright, upbeat music]

 [There is a white background and an animated graphic of research papers and pie graphs and bar charts pop up. It transforms into a video, and it shows a person with a blank face except for a smile, with a pie chart, bar graph, line chart, and connected circles next to the person. Text reads: “Research TRANSLATED!” with the NDC logo below it. The video fades to a crowd of students in graduation gowns, one man is walking towards a podium to shake hands with an officiant, and there is white text which is titled “Educational Data” in cursive. It fades to a cut away video of a dark-skinned male, the narrator, sitting in the crowd of graduating students, he is wearing a dark colored shirt and vest, and bright red glasses. He turns to the camera and starts signing.]

In recent history in the United States, the number of hearing people graduating high school and going on to college have been on the rise. The same is true for deaf people, but all deaf people do not have the same collegiate experience.

[The video cuts to the narrator in the same outfit standing in front of a bold teal background.]

Deaf women and men, deaf people of color, deafblind, and deaf people with additional disabilities are graduating high school and going on to college at varying rates.

[The video cuts to a white female in a striped shirt sitting in front of a whiteboard. She is speaking.]

I went to high school at West Side High School in Houston, Texas and I graduated in 2007.

[The video cuts to a white male in a red shirt sitting in an office. He is signing.]

I graduated in 1968 and went to Gallaudet College.

[The video cuts to a hispanic female in a light purple blouse sitting in front of a kitchen. She is speaking.]

After high school I went to college at UTSA.

[The video cuts to a white male in a gra y polo shirt sitting on a couch in front of some tables and chairs. He is signing.]

After graduating I went to RIT for 5 years.

[The video cuts to a white female in a dark blouse with a tan jacket sitting in front of a living room. She is signing.]

I went to UNCG- University of North Carolina in Greensboro.

[The video cuts to a white male in a dark grey polo shirt and hat sitting in an office. He is signing.]

I never went to college, I went straight to work in various blue-collar jobs.

[The video cuts to a white female in a dark grey polo with a light gray jacket sitting in front of a couch with office decor around her. She is signing.]

I went to Bible College in Dallas, TX.

[The video cuts to a white male in a blue polo shirt sitting in front of some decor. He is signing.]

I went to college and then law school.

[The National Deaf Center logo appears in front of the bold teal background, then shifts to the right. The narrator appears on the left side of the screen and starts signing. He shifts to the right side of the video as a map of the USA shows up and the words “American Community Survey, U.S. Census Bureau” shows up inside the map on the left side of the video. The number “40,000+” shows up in white text below the map. All of the graphic images fade away and the signer shifts back to the center of the video.]

The National Deaf Center did an analysis of data of the American Community Survey, from the US Census Bureau. A data set with over 40,000 deaf participants, ranging in age from 25-64.

[The video cuts to a slightly zoomed in frame of the narrator. Then it cuts to him being on the right side of the video, a pie chart shows the number 89% inside it with the text “Hearing Students complete high school” below the chart on the left side of the screen. Then the narrator moves over to the left side of the screen as the pie chart bumps out of the frame. Another pie chart appears but with the number 83% inside this time, and the text “Deaf students complete high school” show below the chart. The previous pie chart bumps back in the left side of the frame and the narrator is centered between the two charts.

First, lets look at High School completion rates. 89% of hearing students complete high school, while that number is 83% for deaf students. Which means we’re seeing less deaf people complete high school. Let’s take a more in depth look.

[The video cuts to a dark tinted picture of a row of students in graduation gowns and caps staring off opposite the camera, and a pie chart shows the exact same chart about 83% of deaf students completing high school. The video cuts to a line of students looking slightly at the left of the frame, and in front of the line is a white female with black rimmed glasses. A new light blue pie chart appears and shows 82% inside the circle. The text below reads “Deaf females graduate high school”. The female walks out of the frame and the next person comes up in line, he is an asian male. A green colored pie chart appears and shows 83% inside the circle. The text below reads “Deaf males graduate high school.” The chart disappears then a bar chart shows up and the text on the top of the screen reads: “HIGH SCHOOL GRADUATION RATES BY RACE/ETHNICITY” And we see percentiles in 20’s on the left side of the screen, with the first bar showing 87% for
“WHITE”, followed by 76% for “AFRICAN AMERICAN” then 76% for “ASIAN” then 69% for “MULTI-RACIAL” and finally 65% for “HISPANIC/LATINO”. The video cuts to show an officiant in a suit standing behind a podium and a bar graph animatedly lowers to a small box with “12%” inside it, and the text below: “DEAF WITHOUT ADDITIONAL DISABILITIES DID NOT COMPLETE HIGH SCHOOL” then that image shifts to the left side of the screen and another bar graph shows a thicker length and the number “24%” with the text below: “DEAFDISABLED DID NOT COMPLETE HIGH SCHOOL” The video cuts to show a dark-skinned female in a graduation gown and cap looking directly in the camera, and the white text in large bold letters on her right read: “2X DEAFDISABLED PEOPLE DID NOT COMPLETE HIGH SCHOOL” Then the video cuts to a non-tinted video of the same female in the previous frame behind a podium, she starts to sign.]

Did you know that deaf disabled people like me are less likely to graduate from high school?

[The video cuts to a white female using a blue tank top in front of a small pond, large boulders and some trees. She is signing.]

It could be that during high school, the supports and accommodations needed, were not available.

[The video cuts to a white female wearing a blue and white shirt sitting on an orange chair, she is signing.]

It can be extremely frustrating to have accessibility needs, only to have those needs go unsatisfied.

[The video cuts to a white female using a blue tank top in front of a small pond, large boulders and some trees. She is signing.]

How does one explain, when no one talks about it? Deaf people with additional disabilities are often neglected, or met with denial, which leads to students internalizing that denial, making their navigating the system that much harder.

[The video cuts to a dark-skinned female in graduation gown and cap standing behind a podium. She is signing.]

I want that to change.

[Then the video cuts to show a group of hands waving in the air. Then that fades out and  the Video cuts to a dark-skinned male, the narrator, standing in front of a bright teal background on the right side of the frame. He is wearing a dark colored shirt and vest, and bright red glasses. A graphic image of a High School Diploma in green appears on the left side of the screen. He starts signing.]

People who obtain only a high school diploma do not easily receive opportunities for employment.

[The narrator shifts to the left side of the frame, and a graphic image of a College diploma appears on the right side of the screen.]

Going on to college helps. Continuing on to receive a college degree typically leads to more job offers.

[The graphic image of a College diploma is replaced to a white paper with the words “JOB OFFER”.]

Which can lead to a greater income.

[The graphic image of the Job offer paper is replaced to a green wallet with some dollar bills poking out.]

[The video cuts to a dark opaque video of a white woman with a blue tank top standing in front of some rocks and trees, with text in white: “WHY IS A COLLEGE DEGREE IMPORTANT?” The video cuts to a clear (non-opaque) video of the same woman but a bit zoomed out, signing.]

After high school I went to college because I thought that’s what everyone did. Various members of my family were college graduates so it was a big deal to my family because they prioritized education.

[The video cuts back to the narrator in front of the bright teal background.]

Now let’s talk about college completion.

[The video cuts to a slightly zoomed out frame of the narrator, he is standing on the right side of the frame. On the left side is a bar graph and the text on the top: “BACHELOR’S DEGREE COMPLETION” the number above “HEARING” shows “28%”, the number above “DEAF” shows “18%”. The narrator is signing.]

Hearing students are enrolling in college and graduating at a higher rate than deaf students.

[The video cuts to a white man with black glasses wearing a blue shirt standing outside of a brick building. He is signing.]

Nowadays, many students go to college and have a variety of employment opportunities. It has really evolved. It was different back then.

[The video cuts back to the narrator in front of the bright teal background.]

Times are changing all over the United States.

[A graphic image of the High School Diploma in green appears to the left side of the narrator, then an image of the College diploma appears on the right side of the narrator as he signs.]

In the past, deaf high school graduates didn’t feel college to be a necessity. But now more are enrolling in college.

[The diplomas fade away while the narrator is signing, in front of him a plot line forms on the bottom. On the beginning of the line is a dot with the number “2008”, and at the end of the line another dot with the number “2015” is shown. There is a curve upwards from 2008 to 2015, and the number “18%” appears just below the upper right part of the curved line.]

Data from 2008 to 2015 shows an increase of deaf people enrolling in college. Now, let’s look at rates based on gender within the deaf population.

[The video cuts back to the narrator in front of the bright teal background.]

If you had to guess, do you think there are higher enrollment and graduation rates for deaf men or deaf women?

[An opaque background video of a man wearing a hat sitting on an orange lounging chair on the left side of the screen, a coffee table in the middle with scattered papers, and a blonde woman sitting in an identical chair on the right side of the screen, both facing each other but focused on their laptops. There is a bar graph in front of each individual, on the left is “50% DEAF MALES GRADUATED FROM COLLEGE” and on the right is “54% DEAF FEMALES GRADUATED FROM COLLEGE”. The video cuts to a dark skinned male in a blue button up shirt sitting in front of an old TTY being illuminated and a plant.]

I notice that myself, that there are many deaf women who work harder than men.

[The video cuts to a white female in a light blue blouse and is standing in front of some old sepia photographs. She is signing.]

They’re more motivated when it comes to education and they have more goals.

[The video cuts to a white male in a white polo shirt with “ROUTE 66” on the front, sitting in front of a painting with bright colors showing some fingerspelled letters. He is signing.]

It may be that men tend to work in positions that are more manual labor, which may not require a college degree.

[The video cuts to a dark skinned female in a white sweater sitting on a porch swing outside of a house. She is signing.]

Men tend to go straight to the work force to make money faster. Women tend to work harder in school. That’s just what I think.

[The video cuts to the narrator in front of a bright teal background.]

Further analysis of the data shows two groups of deaf people with lower enrollment and completion rates. One being deaf people with additional disabilities and the other being deaf people of color.

[An opaque video of an African-American female sitting in front of a bookshelf filled with books, reading is shown. On the left side of the screen the text reads: “44% DEAFDISABLED GRADUATED FROM COLLEGE”. The video cuts to a video of a white woman with a blue tank top standing in front of some rocks and trees, she is signing.]

I think deaf people with additional disabilities face more barriers in access and understanding of language and communication differences.

[The video cuts to an opaque video of four students looking at their laptops, and a white bar graph chart appears in the foreground. The title above reads “BACHELORS’ DEGREE COMPLETION” and from left to right the bar charts read: “56%, ASIAN”, “54%, WHITE”, “42%, AFRICAN-AMERICAN”, “39%, MULTI-RACIAL”, and “38%, HISPANIC/LATINO”. The video then cuts to a dark skinned man standing next to a bookshelf, he is signing.]

Deaf people of color don’t go to college because there are no support systems in place for them.

[The video cuts to an opaque background of a hispanic male in a graduation gown hugging a female then another older male. In the foreground are the following words in white: “WHAT DO DEAF STUDENTS STUDY IN COLLEGE?” The video cuts to the narrator in front of the bright teal background.]

People in college study a variety of majors. Deaf and hearing students commonly major in business and education.

[The video cuts to the four students focused on their laptops. Above their heads are speech bubbles in varying colors, the text reads: “MAJOR IN: ENGINEERING”, “MAJOR IN: EDUCATION”, “MAJOR IN PSYCHOLOGY”, “MAJOR IN: BUSINESS”. On the bottom is another text in the center: “POPULAR FIELDS OF STUDY” Then the video cuts back to the narrator in front of the bright teal background.]

Getting a degree does not always lead to immediate employment. Deaf people with degrees in either biology, communications, engineering, or physics tend to have an easier time gaining employment. However, those with a degree in psychology or education have a harder time finding a job.

[The video cuts to the four students focused on their laptops. Above their heads are speech bubbles in varying colors, the text reads: “74% ENGINEERING”, “66% EDUCATION”, “64% PSYCHOLOGY”, “72% BUSINESS”. On the bottom is another text in the center: “EMPLOYMENT RATES BY FIELDS OF STUDY” Then the video cuts to a white female in a dark grey polo with a light grey jacket, she is sitting on an office chair in an office, and she is signing.]

I am the director of Deaf Focus.

[The video cuts to a hispanic male standing next to a bookshelf. He is signing.]

I’m a manager for the Division of Services for the Deaf and Hard of Hearing.

[The video cuts to a white female in a striped shirt sitting on a couch in front of some tables and chairs. She is signing.]

I’m a counselor for Disability Determination Services.

[The video cuts to a white male in a white polo shirt with “ROUTE 66” on the front, sitting in front of a painting with bright colors showing some fingerspelled letters. He is signing.]

I currently work in marketing.

[The video cuts to a white male in a blue polo shirt sitting in front of some wall decor. He is signing.]

I’m a lawyer.

[The video cuts to a white female in a dark blouse and a tan jacket sitting in a white sitting room. She is signing.]

I work in vocational rehabilitation as a counselor and I’m in charge of school units.

[The video cuts to a white man with black glasses wearing a blue shirt standing outside of a brick building. He is signing.]

I worked in printing for thirty-five years.

[The video cuts to a white male in a grey polo shirt sitting in front of a painting with bright colors showing some fingerspelled letters. He is signing.]

I work in civil engineering.

[The video cuts to a dark skinned male in a blue polo shirt sitting in front of a living room and a fireplace. He is signing.]

I’m currently in school for graphic design.

[The video cuts to a dark skinned female in a white sweater sitting on a porch swing outside of a house. She is signing.]

I’m majoring in medical office management at GCC and will be graduating this fall.

[The video cuts to an opaque background of a blonde white female with glasses looking at her laptop then it shows two men staring at the laptop. In the foreground are the following words in white: “HOW MUCH DO DEAF PEOPLE WITH DEGREES IN SPECIFIC FIELDS MAKE?” The video cuts to the narrator in front of the bright teal background.]

Let’s talk income. People with a college degree tend to have better incomes however that income will depend on the field of study their degree is in. Deaf people with degrees in engineering, physics, or computer science tend to have good salaries. But those with degrees in art, literature, or psychology earn less.

[The video cuts to the four students focused on their laptops. Above their heads are speech bubbles in varying colors, the text reads: “$70K ENGINEERING”, “$43K EDUCATION”, “$40K PSYCHOLOGY”, “$55K BUSINESS”. On the bottom is another text in the center: “EARNINGS BY FIELDS OF STUDY” Then the video cuts to the narrator in front of the bright teal background.]

As we can see, the data shows fewer deaf people completing high school and enrolling in college, with the numbers being even lower for deaf people with additional disabilities and deaf people of color. But there is cause for optimism. Those numbers are trending upwards with more deaf people graduating high school and enrolling in college. But we need your help, support and involvement in pushing those numbers even higher.

[Then the video fades out to white and the NDC logo appears on the left side of the screen. Then a green line appears next to it and another text shows up in the right: “Watch the full video at nationaldeafcenter.org” then the text is replaced to “This video was developed under a grant from the U.S. Department of Education, OSEP #HD326D160001. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.” with the logos for OSEP, TA&D and Department of Education below.]

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