Incorporation of Deaf Entrepreneur Role Models in Deaf Studies Curriculum

Ronald E. Sutcliffe
(Abridged Version for Proceedings)

Introduction

The primary intent of this seminar is to emphasize the importance of exposure to and inclusion of deaf role models as part of the Deaf Studies curriculum for school-age children. Given the fact that these children eventually mature and become contributing members of society and the U.S. labor force, their exposure to successful deaf entrepreneurs should begin as early as possible, preferably during their elementary-school years. The School of Management at Gallaudet has incorporated this same concept within its introductory business courses as well as its core (major) courses, largely because we are finding that even college-age deaf students are not sufficiently aware of the contributions of deaf entrepreneurs, small business owners, and professionals in the business field.

Why should this concept be made an integral part of the new emphasis on Deaf Studies programming and curriculum development? Exposure to successful deaf role models adds an important career development component to Deaf Studies programming. As Dr. Harvey Corson stated this morning, a major objective of Deaf Studies involves helping deaf children to see themselves in a better and more positive light. Deaf Studies curriculum development, in order to enhance the quality of life for all deaf children, must include emphasis on career awareness and development.

Deaf professionals, generally speaking, can likewise benefit from learning about and being inspired by the successes of deaf people in the business world, particularly those who own and operate small businesses. In the same manner, they can gain a better understanding of the personality characteristics common to deaf entrepreneurs, such as: 1) business ownership as a form of independence, autonomy, and self-reliance; 2) creativity and risk-taking are closely tied to business survival; and 3) ability to function with ease within a predominantly hearing business community. It is important to keep these characteristics in mind, because they serve to prove, time and time again, that deaf people can do anything, no matter what others think or believe.

Small business ownership is perhaps the most challenging career for deaf individuals. Thus, it is critical that deaf children become more aware of successful deaf entrepreneurs “out there” in the business world. Only in this way can children learn the importance of developing their own personality attributes, that is, the personal, intellectual, emotional, and social skills (PIES acronym) needed for successful business enterprise. Another equally important characteristic is spiritual strength, or the “will” to succeed not only in life, but in business as well.

Let me give you a little background on my interest in this area. I became concerned when I discovered that students enrolled in my business courses were either not aware of or exposed to deaf people involved in business enterprise. Even when I rattled off the names of well-known deaf entrepreneurs, students clearly demonstrated the assumption that these people must be able to speak and write very well. Of course, we know this is not true; there are many successful deaf people who do not use their voice at all and/or rely on ASL as their primary language. Interestingly enough, in discussing with my students the purpose of their taking business courses, I found that their primary motive was to gain the skills and knowledge needed for survival in the business world.

Trends

For a good number of years, I did not know of any deaf entrepreneurs who could be regarded as being successful. While I was growing up in Iowa, I knew of several deaf business owners—none of whom left me with a lasting impression. All I remember is that they managed their businesses in a quiet and conservative manner. By this I mean they did not take inordinate risks in conducting their day-to-day business affairs. We had a shoe repair shop owner, florist, book-binder, and many farmers. My father, who was deaf, was a very conservative farmer, sticking to conventional ways. It could be that since most of these individuals experienced poverty during the depression years they were not likely to be risk takers. I remember each time my family and I passed by a county poor farm—equivalent to today’s housing conditions for homeless people—my grandfather repeated time and time again, “If you do not use your money wisely, you will go there.” In other words, he discouraged us from being risk takers.

Farming was popular during the early part of this century. In keeping with this trend, residential schools for deaf students emphasized development of manual skills—shoe repair, carpentry, tailoring, printing, to name a few. Farming courses were gradually phased out by the time I enrolled in school. Deaf children were discouraged from considering jobs that involved use of the telephone. I clearly remember how deaf business owners during my boyhood years relied heavily on their family members for telephone communication—depending on their mothers, sisters, and their own children.

Understandably, opportunities were limited for deaf people back then, and we accepted whatever others thought we were able to do.

The only consistent deaf role models we had at that time were our teachers; they influenced us to become teachers also. Our school field trips included visits to deaf printers at local printing shops. In short, many of us deaf people did not know of successful non-speaking deaf entrepreneurs and business professionals, nor did we think such people existed.

Recent decades, however, brought about dramatic changes in the numbers of deaf people involved in business enterprise—ranging from small business owners to professionals functioning within a predominantly hearing community. I have in my hands over 250 names of deaf people in small business in 36 states, and this is nowhere near a complete listing. There are many, many more out there who should be on this list. The types of businesses vary widely—auto mechanic, construction services contractor, engineer, medical practitioner, microcomputer systems consultant, psychotherapist, restaurant owner, to name a few. The range of these businesses today is astounding, and considered unbelievable until recent years. Even the number of individuals pursuing higher education degrees is growing at a rapid pace. I never thought back then that I would be standing here today with an earned doctorate. What has caused this incredible growth in career opportunities for deaf people? The reasons are many, but I will point out some of the changes that have occurred in recent decades.

Let me briefly touch on the Protestant ethic views of 19th century sociologists/economists, whose perspectives I believe are parallel to the changes that have occurred within the deaf community. A key element of this ethic involves independent thinking, that is, the willingness to do something different and “go for it.” Back in the old days, people would often seek advice from priests before they took action in their own lives. By the same token deaf people back then depended on hearing people for guidance and support; many were involved in interpreting on a voluntary basis. Even deaf leaders who worked at schools for deaf students were less likely to act independently and take risks for fear of losing their jobs, especially when limited or no other job opportunities existed—unlike their hearing counterparts in the teaching field.

Another major change happened during the early 1950s when Gallaudet University, then Gallaudet College, revamped its curriculum in order to gain accreditation as an institution of higher education. Before this time, Gallaudet graduates tended to become printers, vocational teachers, and dormitory counselors in their home states, often at residential schools for deaf students. With accreditation status, Gallaudet was able to expand its academic offerings, including its graduate degree programs. During this time, a number of professional organizations in the deafness field were established. One was the Registry of Interpreters for the Deaf, Inc., which helped to boost interpreting as a profession; its professional code of ethics stipulated that interpreters were not to get involved in decision making on behalf of their deaf clients. The National Association of the Deaf established national headquarters on a full-time basis, largely the result of the efforts of deaf educators seeking increased autonomy and independence for all deaf people. These examples serve to point out some of the changes which have contributed to increased independent thinking among deaf people. This in turn, has encouraged deaf people to reach new heights in their careers and overall lives.

Curriculum

I developed a videotape “mosaic” highlighting Deaf Mosaic profiles of deaf business owners. This tape was shown to introductory business class students three years ago. Students were asked afterwards to comment on personality attributes contributing to business success. Many felt these included having the “personality and guts” to start working for themselves. For their homework assignment they researched and interviewed deaf people in full-time business enterprise. Some students arranged for business owners to come to class as part of their report. Of the 10 students in this particular course, two are now business owners. Three are now in entrepreneurial studies, one of the two areas of concentration for business administration majors. It may be safely said that exposure to deaf entrepreneurs was an inspiration to these students.

The School of Management has a luncheon speaker once each semester through a gift from the Arthur Anderson Company, one of the “big five” accounting firms. Students in business majors are invited to these lectures. Featured speakers, both deaf and hearing, contribute greatly to destroying misconceptions among students about their abilities and career aspirations. For instance, we recently had two deaf speakers—one was an auditor with Arthur Anderson, and the other, a person who had just passed rigorous testing to become a Certified Public Accountant—both graduates of Gallaudet. Both individuals emphasized communication skills and development of good relationships with their superiors—hence opening up yet more career opportunities.

Exposure to programs such as these helps to instill a sense of positive self-regard in our deaf students. Even students who dream of becoming teachers come to realize the broad range of career options available to them. The more our students interact with and learn from others like themselves who are successful in business enterprise, the more they will be able to be flexible as they move up the “career ladder” and possibly explore new career paths.

Summary

I want to stress again that deaf children need to begin career exploration early, during their elementary years. Hearing children as young as five or six years old often think of becoming a police officer, a fire fighter, or a pilot. Likewise, deaf children should not be discouraged from becoming more aware of people in these careers; they too can learn more about deaf adults in these and related fields who are as successful as their hearing counterparts. Our deaf children need every opportunity to develop the personal, intellectual, emotional, and social skills needed for career stability, growth, and risk taking. They, too, must develop the technical and interpersonal skills needed for overall life and business success.

In summary, educational programs for deaf children and adults today, more than ever, should incorporate into their curriculum up-to-date information on, and seek out active participation by, successful deaf people in business enterprise. The School of Management can be of assistance to you in this area. Let us know also of deaf entrepreneurs in your states so that we can pass on their names to others; we can likewise involve them in our research efforts on entrepreneurship and deaf people. This research will enable us, in turn, to share our findings with educational programs and other groups interested in promoting both career and entrepreneurial opportunities for deaf children and adults.

About the Presenter

Dr. Ronald E. Sutcliffe, a graduate of the Iowa School for the Deaf, received his B.S. in accounting from Gallaudet University, and his master’s in educational administration as well as his Ph.D. in higher education administration from the University of Maryland. After holding a variety of administrative positions in the Division of Administration and Business at Gallaudet University, he is now an associate professor and lead instructor in the Department of Business Administration.