A Minority Within a Minority Within a Minority:
Being Black, Deaf, and Female
Angela Gilchrist and Carolyn Emerson
Gallaudet University
1. Presentation Abstract
Historically, Black deaf females, due to their unique status as a minority within a minority within a minority, evoke the sad image of a multi-disadvantaged group characterized by poverty, social isolation, gross lack of communication skills, underemployment, and undereducation.
Being Black, deaf, and a woman is, in many ways, a “triple whammy” because of society’s stereotyping of each of these three minorities. When the three minorities are combined in one person, the individual effects of prejudice, discrimination, and negative self-image are compounded exponentially. The Black deaf female is therefore deprived of a strong sense of racial pride as well as educational and career opportunities.
2. Presentation Objectives
A.To discuss perspectives on being a minority within a minority within a minority.
B.To foster sharing of common experiences from participants.
C.To discuss strategies for overcoming some of the barriers encountered by Black deaf females.
D.To share data on the rate of retention among Black deaf female college students.
3. Presentation Organization
A.Historical overview of minorities (20 min.)
B.Discussion (45 min.)
C.Questions and answers (10 min.)
Minority Within a Minority Within a Minority Outline
I.Overview of presentation and historical overview of minorities
A.Blacks
B.Females
C.Black deaf females
II.Discussion
A.“Barriers of life”—pieces of the pie
B.Psychological effects
1. Negative self-image
2. Rejection
3. Lack of social advancement
4. Undereducation
5. Underemployment
6. Isolation
C.Examples of retention based on data
1. Undergraduate
2. Graduate
D.Myths about Black deaf females as minorities
E.Strategies for overcoming some of the barriers encountered by Black deaf females
III.Conclusion
IV.References
Myths About Black Deaf Females
Listed below are some myths about Black females and Black deaf females held by society in general:
1.Most Black households are headed by females.
2.Because there are few Black deaf women professionals in the field of education and rehabilitation, most Black deaf females have no model to emulate and are given no inspiration to succeed.
3.Some employers are reluctant to hire Black deaf females in other than routine or minimal jobs due to preconceived notions that they are incompetent.
4.Black deaf females achieve well in school, but not many go on to college.
5.For many Black deaf women, early marriage and employment are the most common escape hatches from welfare programs.
6.To be successful, Black deaf females should learn to think and experience life in ways that are similar to white deaf females.
7.Black deaf females do not have as much to be proud of as white deaf females.
8.White deaf females are more dependable than Black deaf females.
9.Many Black deaf females do not want to work.
10.Black deaf females have no aspirations of their own.
11.There are many Black deaf males available for Black deaf females as mates.
Undergraduate Retention by Race
(U.S. Students Only)
The following table illustrates the degree to which minorities tend to withdraw from college-level programs at higher rates than their white counterparts. In fall 1987, 16% of the undergraduate student population were minorities; however, 18% of undergraduate students not returning were minorities.
Table 1.
| Enrolled Fall 1987 | Graduated | Academic Dismissal | Withdrawn | Retained Fall 1988 | |
| White | 1252 | 112 9% | 55 41% | 222 18% | 863 69% |
| Black | 104 | 2 2% | 47 13% | 160 22% | 465 63% |
| Hispanic | 62 | 3 5% | 5 8% | 10 16% | 44 71% |
| Am. Indian/Eskimo | 6 | 0 0% | 1 17% | 3 50% | 2 33% |
| Unknown | 14 | 0 0% | 0 0% | 5 36% | 9 64% |
Graduate Retention by Race
(U.S. Students Only)
In 1987 minorities represented 10% of the U.S. graduate enrollment; however, 15% of the students withdrawing were minority students.
Causes for Declining Enrollment of Black Students
The following are some explanations for declining enrollment:
1.Federal aid cutbacks and changes. Today, the difference in financial aid usage between Blacks and whites is significantly reduced as middle class groups gain access to this financial pool.
2.Cutbacks in support services. Universities received federal and state funds after the civil rights legislative era to develop programs to recruit and retain minorities in higher education. When the government pulled back in its efforts, so did colleges.
3.Affirmative action. Most institutions have developed affirmative action policies that adhere to federal guidelines. Affirmative action procedures, not policies, become the only guarantee that Black students, faculty, and staff may gain and maintain equal access to higher education.
4.Colleges’ efforts to tighten standards. Universities and colleges may be projecting a double message to potential Black students through their aggressive recruitment juxtaposed with “get tough” academic policies.
5.Black students’ declining enrollment and lack of interest. Black children are taking, in the early grades, fewer of the basic courses necessary for developing skills, study habits, and content required to excel in science, math, and technology in the intermediate, high school, and college years.
Table 2.
| Enrolled | Graduated | Withdrawn | Retained Fall 1988 | |
| White | 187 | 74 40% | 29 15% | 84 45% |
| Black | 13 | 2 15% | 3 23% | 8 62% |
| Hispanic | 6 | 3 50% | 1 17% | 2 33% |
| Asian Am. | 2 | 0 0% | 1 50% | 1 50% |
| Am. Indian/Eskimo | 0 | 0 0% | 0 0% | 0 0% |
Strategies for Overcoming Some of the Barriers That Black Deaf Females Encounter
1.Promotion of positive awareness of minority deaf women.
2.Implementation of a Black Deaf Women’s Caucus.
3.Provision of workshops geared toward their needs.
4.Provision of cultural awareness programs.
5.Emphasis on psychosocial rehabilitative programs.
6.Implementation of support group meetings.
About the Presenters
Angela McCaskill-Gilchrist has been employed at Gallaudet for nine years, and is currently a professional academic advisor for pre-major students. She obtained her B.S. in social work from Alabama State University in 1980 and her M.S.W. from Howard University in 1984. She has a wealth of experience in academic and social development areas.
Carolyn McCaskill-Emerson is a career counselor at Gallaudet University. She has counseled deaf students at various levels in high school, community/agency, and postsecondary settings for 11 years. She received her B.A. in psychology-social work in 1977 and her M.A. in counseling with the deaf in 1979, both from Gallaudet.
References
Ellis, J. E. (1990, Jan.). What black families need to make the dream come true. Business Week, 29.
Hairston, E., & Smith, L. (1983). Black and deaf in America: Are we that different? Silver Spring, MD: T.J. Publishers.
Nelson-Ricks, J. (1984, May). The black family in crisis: Mothers struggling alone. Essence, 15, 84–86.
Pipes-McAdoo, H. (1981). Black families. Beverly Hills, CA: Sage.