Research Translated! Leveraging Community Resources

Nov 30, 2017

[Subtitles available in English & Spanish | Subtítulos disponibles en español y inglés]

Just like how it takes a village to raise a child, we need an ENTIRE community to raise a deaf individual towards success.

Social Capital and community resources, including parents, teachers, and other people, go a long way in ensuring that deaf people can achieve SUCCESS and give back to their community.

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Visual Description: A white male with dark brown glasses, beard, and brown shirt with thin white stripes stands in front of a beige brick wall and signs, “Remember the quote “It takes a village to raise a child”? We know that many of us grow up alone feeling isolated, we need to make sure we get behind our deaf youth to ensure a better future for all deaf people.”
The video cuts to a woman with short blond curls, glasses, and a black shirt with white undershirt signing, “I’m the one who knows…” then to a woman with shoulder-length brown hair sitting at a round table with other people signing, “… serve deaf…” then to a man with brown hair, glasses, grey beard, and a brown button up shirt signing “… better opportunity…” then to another woman with brown shoulder-length hair, glasses, and black shirt signing, “… successful, successful…”
The video segues to a white background with black and red text typing across the screen that reads “Research TRANSLATED!” An image immediately below shows a red circle with a montage of drawings of papers with graphs on them, a tv, and a stick figure of a person with graphs, pie-charts and flow-charts around it. The images transitions into the NDC logo that reads “NDC National Deaf Center on Postsecondary Outcomes”.
The video switches to a dark grey background with white text that reads “COMMUNITY RESOURCES”. The text fades out and is replaced with a narrator who is a white man with a dark brown beard, brown hair with a flash of white above the forehead, and a light blue chambray button up shirt with the sleeves rolled up.
The narrator signs, “For the general population, navigating the world is a challenge. It’s even more challenging when you throw communication barriers into the mix. Deaf people face this everyday.”
The video switches to a bald black man wearing a goatee and a teal polo shirt sitting inside a home with a painting and a fireplace in the background. He signs, “I went to a mainstream program in Ethiopia. I remember telling my parents that I wasn’t happy, that I couldn’t understand because there were no interpreters in class, and that I was missing information because it was communicated orally. After that, my parents decided to move me into the school for the deaf.”
The video switches to a white man who is deafblind, wearing a brown and light blue polo shirt who signs, “I grew up knowing no sign language at all, nor do I have an idea why anyone didn’t teach me to sign. So I lived a very isolated and boring life without much to do.”
The video segues to a dark grey background with white text that reads “DESPITE BARRIERS, DEAF PEOPLE FIND WAYS TO CONNECT WITH ONE ANOTHER.”
A white woman long brown hair, blue nailpolish, and white shirt with thin black stripes, appears in front of a whiteboard. She is oral deaf and says, “I’m able to really interact with deaf peers, even though that wasn’t something that I would have had before and I think that is very very beneficial to me as a late deafened person, because I know that is not the case for a lot of people who are late deafened. It happens and they feel very isolated, very alone. I did have the benefit of having a lot of people to guide me through it and a lot of people to be, I guess, amazing role models to provide support and to show me the ropes in some ways.”
The video returns to the narrator in the blue chambray shirt who signs, “Deaf people are finding ways to insert themselves in situations where they are able to learn from others. This is the true value of “social capital”.”
White text that reads “social capital” appears to the right of the narrator. The text moves across the screen to the center as the narrator fades out and “-noun” appears next to it. Underneath, white text appears, “the networks of relationships among people who live and work in a particular society, enabling that society to function effectively.”
The narrator returns with a research citation in the bottom right corner: “Dutta et al., 2016: Bumble, Carter, McMillian, & Manikas (in press)”. The narrator signs, “What is social capital? It is where values and norms are shared, where people are able to network within a community for opportunities for employment, education or collaboration.”
The video cuts to a black man with a goatee, black and white baseball cap, and black t-shirt and vest signing “… community…” then to a white man with brown hair and 5-day stubble beard in a grey button up who is watching the black man with people in the background, then to an older white woman with short brown hair and glasses, wearing grey clothes with a large nametag who is also watching.
The video segues into a grey background and white text that reads: “SOCIAL CAPITAL CONTRIBUTES TO WELL-BEING AND PERSISTENCE”.
The narrator returns with another research citation in the bottom right corner: “Covell, 2006; Hintermair, 2008; Crocker & Major, 1989; Schenkel et al., 2014” and signs, “Deaf people feel more capable of navigating different settings by being around other deaf people who share the same experiences, resulting in greater overall well-being, confidence, and healthy social adjustment.”
The video switches to a white woman with glasses, blue tank top, and long gold necklace standing in front of a nature landscape with rocks, trees, and water. She signs, “I saw how people responded to a variety of situations which I was able to see because I had access to communication, that made me a more confident person.”
The video switches to a young white man with long blonde hair pulled back, a beard, and a grey t-shirt that says “Deaf Focus” and a logo of two hands—one blue, one red—signing “support.” He signs, Attending YLC was amazing. Getting to see so many role models that were already college students. Some of them attended R.I.T., some Gallaudet, and others at different public universities. They had obtained their degrees and this inspired me, it motivated me even more for college.
A white woman appears in a kitchen with long brown hair and a light purple shirt with ruffles down the front. She is oral deaf and says, “Its nice to be approached or run into somebody else that is deafblind or deaf because we share the experiences that we all go through.”
The video cuts to a white man with a brown buzz cut and brown polo standing in front of a large painting of colorful hands fingerspelling letters. He signs, “I learned how to self advocate at my school for the deaf, from my parents, and my friends. I learned about situations that other deaf people were facing and what they did to advocate for themselves in those situations.”
The video returns to the narrator who signs, “By caring for ourselves and each other, Deaf people immediately have access to an incredible network and support system.”
The video switches to a black man with a salt and pepper beard and a beige polo standing next to a full bookshelf. He signs, “I think its important that people seek out their supports. For example, my VR counselor was a part of my support system, I could talk to them about college and my future. I also had friends in college who became part of my support system. I believe if you have a good support system, you can succeed.”
The video returns to the white oral deaf woman with purple ruffled shirt who says, “When I am surrounded by deaf people, I feel there is a kind of connection between all of us because they have the same similarities or conditions.”
The narrator returns with a research citation in the bottom right corner that reads: “Crocker & Major, 1989”. He signs, “This can give way to deaf people taking initiative in solving complex social issues such as accessibility, discrimination, and equal opportunities.” The research citation switches to “Covell, 2006” as he signs.
The video cuts to a white man with glasses and brown beard in a dark grey polo and baseball cap both with the “Deaf Focus” logo. He signs, “I got involved with advocacy work and now I am involved with the legislative work here in Louisiana. Trying to develop and draft laws that will benefit us. Networking with senators and representatives so that they can better understand our community and its needs.”
An Asian woman appears standing outside a brick building with brown shoulder-length hair, glasses, and a dark blue shirt. She signs, “We all want our community to become successful, but also collaborating to see that success in deaf communities across the U.S.”
The video returns to the narrator who signs, “What can often feel like a lonely journey of going to school, job searching or developing oneself suddenly becomes a healthy ecosystem of Deaf people being able to relate to one another. By advocating for ourselves and lifting each other up, Deaf people are more likely to find themselves thriving and bringing their unique perspectives to educational environments and workplaces.”
The narrator fades to a white background with an animation of the NDC teal and green logo forming with “National Deaf Center on Postsecondary Outcomes” below it. The logo and text then move to the left before new text appears on the right that reads: “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.”
Below this text are three logos, the first reads “IDEAs that Work” with the words “U.S. Office of Special Education Programs”. The second logo shows a red-and-blue star with text next to it that reads “TA&D”. The third logo shows a blue circle around a tree. In the blue circle are the words “U.S. DEPARTMENT OF EDUCATION”.]

Do you have questions? Email us at: [email protected]

© National Deaf Center on Postsecondary Outcomes
Video licensed under Creative Commons BY-NC-ND 4.0 International

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Topic(s): Research & Data
Type of Resource: Videos

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