Disability Studies Quarterly Spring 2003, Volume 23, No. 2 pages 75-88 <www.dsq-sds.org> Copyright 2003 by the Society for Disability Studies |
Uniting Divided Worlds: Identity, Family and Education in the Life Projects of Deaf and Hard of Hearing Young People Hilde Haualand, M.A. Arne Grnningsµter, M.A. |
Keywords: Deaf, youth, identity Abstract
Helene alternates between describing herself as Deaf or hard of hearing. She has received her elementary education in a public school with hearing peers, but is now enrolled in an upper secondary school for the Deaf. In this quote she says that she is in a process of moving between two worlds. Senses of belonging or questions about self identity might be more pressing during the teenage years than any time earlier or later in life. To many young people, crafting a sound identity as young adults and as Deaf or hard of hearing is an ambiguous task. Questions of belonging to Deaf or hearing worlds seem to add pressure to the anxiety often connected to the teenage years. The identification process that many go through before reaching adulthood might also be obscured or delayed due to the more or less subtle normalizing pressure from a majority in the society, following a dissociation of many of the same values from the Deaf world (Breivik 2001). People will have to find their own trajectories, and the options available to, and choices made by, Deaf and hard of hearing young people will be related to their personal, material, social and linguistic resources and living conditions. However, as will be shown thorough this article, the young people have an individualistic approach to their own life career, and perceive themselves as stakeholders in their own life course. This article is based on a study of living conditions among Deaf and hard of hearing young people. Topics related to identification, family relationships and belonging as well as education and ambitions are discussed. A survey was sent out to the entire population of those defined as Deaf and hard of hearing pupils aged 16 20 years old in the special education support system in Norway. The questionnaire was sent to 152 pupils, with 77 replies, which gives a response rate of 52%. The questionnaire covered issues related to living conditions as well as Deaf and minority issues, networks-integration-marginalisation, society and community activities, and use of media. The survey was followed by 15 qualitative interviews, centered on topics related to education, language, family relationships, peers and expectations for future life. The informants were recruited through the survey and were interviewed in a language of their own choice Norwegian Sign Language (NTS), signed Norwegian or Norwegian. Self identification All but one checked one of the options regarding identity, while 37% were unsure about their own hearing loss. The identity label therefore seems to be more important to the young people in the survey than the hearing loss. Compared to hearing loss, the replies to other questions in the survey did not show the consequent patterns that were observable when compared to self-identification. The large group uncertain about their own hearing loss strengthened our decision to use self identification as a point of departure for analysis, not reported hearing loss. Personal and linguistic resources as well as material and social conditions heavily influence the consequences of a hearing loss. Among those who identified themselves as 'Deaf', 66% disagreed that they were disabled, while 53% of those identifying themselves as 'hard of hearing' or 'hearing impaired' disagreed that they were disabled. This slight difference is in accordance with an otherwise observed pattern:
It might seem as though the young people questioned in this survey have adopted a similar pattern of identification. However, what is more important to observe is that the majority of the respondents distance themselves from an identity as 'disabled', despite the traditional status of deafness/hearing loss as a classical 'handicap'. Both groups also seem to give solid support to the minority group discourse in the Deaf movement. Almost 90% of those labeling themselves Deaf, and 80% of those labeling themselves as hard of hearing, agree with a statement saying that Deaf people belong to a linguistic and cultural minority. Families and belonging Hanne (17), Trine (16) and Maja (16) belong to the new generation of young Deaf people who have grown up in a hearing, sign language using family. The signing milieu at home, gives Hanne a sense of equality and belonging:
When Hanne was a little girl, her parents, siblings and grandparents went to a county college for the Deaf for six months to learn sign language. The story Hanne tells about herself is one of inclusion and participation through sign language. She has a hearing boyfriend, whom she has taught sign language to. When her Deaf friends from school go home for the weekends, she hangs out with him and his hearing friends. Trine (16) and Maja (16) also spoke of their deafness and family relationships
as a matter of course. During the interviews, they could not remember
any incidence at home marking them off as deviant or 'special' in the
family setting. These girls say they feel like any of the other family
members.
It is as if these girls take their identity as Deaf for granted. Their parents have accepted them for what they are, through learning sign language, and in this way contributed to a high Deaf confidence. Yet, other interviews revealed that family communication is still is a source of personal frustrations and intra-familiar conflicts, especially among the hard of hearing young people. Some parents may have felt that the child heard so well that sign language was not considered necessary for family communication, while others may not have had the opportunity to learn sign language. Parents of hearing impaired children, who do not have sign language as their first language, are not entitled to the same courses as parents of sign language using children. Frode (20), who identifies himself as hard of hearing, provides an example of being left out in own family:
Helene (16) conveys a message of being the different child, the child who does not feel she is like the other even tough she admits she likes her family and also feels like a part of her family.
During the interview, she repeatedly talked about her need to find her own place. She expresses how she does not really feel at home anywhere. She feels content about being hard of hearing, but that she will have to find her own place. Frode however, conveys a negative message about the hearing loss itself.
Anne (18), however, is very clear about not wanting to use sign language, even though she has a profound hearing loss and her parents and teachers have encouraged her use sign language. During the interview (which was conducted in spoken Norwegian, after her preference), both she and the hearing researcher had to repeat questions and answers in order to make themselves understood. Despite the obvious communication problems, she insists that she neither wants to use, nor needs, sign language.
Anne speaks of an opposite struggle vis a vis her parents than Frode and Helene. She insists on being identified as hard of hearing, not Deaf. Keeping aloof from sign language despite the communication problems in her surroundings seems to be a part of her identity construction. By this she also reveals that she (like many of her age peers) is a strong agent in her own identification development, a process in which language seems to be a crucial factor. The young people, who have experienced their parents learning sign language, seem to be confident in their identity as Deaf. They do not convey the same messages of searching for an identity or a place to belong as those who have experienced more family communication struggles. Compared to the stories told by older generations, the experiences of this generation seem to be different. Those with parents who have learned sign language, have been included in the intimate family life to a degree rarely seen before. Following a general increase in accepting Deaf ways of life and sign language, the youth participate at more arenas in the society than earlier generations of Deaf people. This may eventually imply a generational transformation of the Deaf identity experience. Transnational activities
Mia and Simone are perhaps more experienced travelers than many of their
age peers, but they are not exactly unusual if comparing their experiences
of transnational activity with the replies from the survey. However, not only the Deaf interviewees tell about international activities. Tone (18) who has a slight hearing loss plans to go to a university in Scotland after graduating from upper secondary school for a bachelor and eventually honors degree in marketing or education. Tone is confident that she will manage to study and communicate in a foreign language, despite of her hearing loss. People with a hearing loss will in general have more problems communicating verbally in foreign spoken languages, since lip-reading a foreign language is significantly more difficult than lip reading a native language. Sign languages are also more easily adapted to a mode of communication comprehensible by other signers. One might therefore expect that knowledge in one or more sign languages increase the possibility for transnational activities. For successful agency in the accelerating globalizing processes, linguistic competence is a resource, but professional participation also requires education. Teaching families of Deaf and hard of hearing children sign language strengthens personal confidence and the basis for participation. However, there are signals from the young people that the schools for the Deaf have not adopted a similar attitude towards participation and abilities yet. Education and ambitions The respondents are following a variety of courses, with a majority following
general studies (47%) or vocational education (43%). The number of Deaf
and hard of hearing pupils in the special education support system is
quite small compared to the total number of pupils undertaking upper secondary
education in Norway. The interviews reveal that many have experienced
structural limitations in their choices, and not all have been able to
take the classes they wanted to in the first instance, due to lack of
teachers or low numbers of pupils. The portion of pupils on the different
courses thus gives an impression of which are offered by those schools
that are a part of the special education support system, in addition to
providing a rough picture of the preferences of the young people themselves.
The prejudices Maja experienced from her counselor at the school for the Deaf may not be unique. General studies are more theoretically advanced than the vocational courses. Expectancies towards academic achievements of Deaf pupils have in general been low (Lane 1992). Maja's counselor reflects this tradition in her attitude towards Maja's plans, despite her excellent marks and Norwegian literacy. Comments from almost all Deaf interviewees and the table below make it reasonable to conclude that low expectations are still prevalent in several schools for the Deaf. Oline (20) went to a school for the hearing impaired from first to seventh grade, and shifted to a school for the Deaf when she entered lower secondary school, and quickly noticed the difference in level of education:
None of the others tell they have been expelled from class, but Oline's familiarity with low level education is not unique to her. Trine, who went to another school for the Deaf also experienced low levels of instruction:
Low expectations seem to be familiar and expected. Some of the young people who feel they have received an adequate education underline that they had been lucky, like Simone:
Helene (16) was the only hard of hearing pupil in her local lower secondary school, and had an interpreter during the lessons. When she entered upper secondary school, she noticed a difference between herself and her classmates who had attended a school for the Deaf, and she feels that she can relax a bit in class. However, she also says that she was all done at the end of the day when she was in lower secondary school. Her sense of being able to relax in class may also be connected with the strenuous effort she was used to mobilize to follow the instructions in lower secondary school. At the upper secondary school she did not have to make much effort to grasp the messages from the teachers and classmates. Hence, the sense of ease may influence her evaluation of the instructions as well as the level of the education itself. A most striking difference in ambition level can be seen when considering major language(s) of instruction in elementary school. While nine of the 14 Norwegian speakers (64%) planned to go on to college or university, only two of the 18 sign language users were committed to this goal (the majority of them, 56%, remained undecided). Those who were educated bilingually, or who used sign supported Norwegian, fell somewhere between the two language groups (with 39% desiring to go on to college or university and 41% undecided). At the time the respondents received their elementary education, only the regional or central schools for the Deaf had sign language as the main instructional language, albeit that the teachers' sign language qualifications varied. The schools for the Deaf have been and are crucial language and cultural shelters, but the reverse side of this system might be what one can see here. 11% of the respondents who have received their education in sign language only (and thus have only attended a school for the Deaf), plan to undertake more education after leaving upper secondary school, while 64% of those who have received their education in only Norwegian (and have been following a mainstream education progress) are heading for further education. The schools for the Deaf have gone through major changes the past ten to 20 years, but the interviews reveal that low academic expectancies and prejudices still is experienced by the pupils in these schools. The young people we have interviewed seem to have found ways to overcome this, and have not allowed the attitudes of their teachers or counselors to influence their future ambitions. When we asked about future plans during the interviews, occupations like oceanologist, sign language researcher, lawyer/advocate, TV journalist, estate agent/manager, teacher, midwife, designer and business manager were mentioned. Furthermore, those who identified themselves as 'Deaf' were slightly more ambitious than those labeling themselves 'hard of hearing'. The interviewees seem to talk about the schools with some ambiguity. The positive side is that the schools for the Deaf are offering milieus of peers and teachers who enable them to communicate spontaneously. What some have surrendered is freedom to chose subjects or courses after own interest, and theoretically advanced instructions. Authoring selves, uniting worlds
He carefully selects the style and friends he wants to be associated with, and chose an identity as hard of hearing rather than Deaf, and thereby is reminiscent of an identity 'shopper'. In Bauman's (2001) words, personal qualifications, images, social milieu and romantic partners have been commodified, and the code that formulates personal life strategies has been transferred from the pragmatics of shopping. Welfare services seem to be approached in a similar way, as branches of a state that is there to serve its consumers. Basically, the young people seem to approach the welfare system in the same way as most other young people in the Norwegian society they take it for granted. If they can benefit from the offers of the welfare state, they do. But they do not necessarily adopt the categories the entitlements it is based upon, like Marianne when she discusses whether she should apply for rehabilitation support when she enters college:
The ambiguity and discussions related to belonging and identity also reveal that collective representations or beliefs are not inevitably becoming personal beliefs. The data from young people in the project '...belies any simplistic notion that identities are internalized in a sort of fixing process that unproblematically reproduces the collective upon the individual, the social upon the body' (Holland et al. 1998:169). Ambiguity is a characteristic of the teenage years, but as they are defined as disabled people in a welfare context, this ambiguity is also a critique of the definite categories of the welfare state. Discussing normality as a relative concept, as Marianne does, challenges basic structures of the welfare bureaucratic system, and is thus challenging the power of the welfare system itself. At the same time, they do not convey the same distance from a majority world as previous generations of Deaf people have done traditionally. Teaching parents of Deaf and hard of hearing children sign language seems to have reduced barriers within families and between worlds. But not all parents or families have the opportunity to learn to communicate with their Deaf or hard of hearing children. Increase in uncertainty about identification and belonging seem to be the price some of the young people of these families pay. Offering courses for parents of hard of hearing children, too, may be a reasonable step to decrease the identity anxiety of hard of hearing youth. There has been a change of policy from unilaterally trying to teach Deaf and hard of hearing children to speak their parents' language to teaching the parents their children's language. Increased acceptance and visibility of sign language in public life have also reduced the traditional stigma attached to Deaf people. This has given this generation of youth quite another experience of growing up Deaf or hard of hearing than the generations before them. They have been included in their early years and expect to be included in their adult lives, too. The Deaf and hard of hearing young people in this survey perceive themselves as obvious participants in a variety of scenes and contexts, both in hearing and Deaf worlds. In practice, many of them are uniting worlds that traditionally have been divided by language barriers.
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