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Deaf Identity Development : Construction and Validation of a Theoretical Model University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1993 Deaf identity development : construction and validation of a theoretical model. Neil Stephen Glickman University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Glickman, Neil Stephen, "Deaf identity development : construction and validation of a theoretical model." (1993). Doctoral Dissertations 1896 - February 2014. 1201. https://scholarworks.umass.edu/dissertations_1/1201 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. DEAF IDENTITY DEVELOPMENT: CONSTRUCTION AND VALIDATION OF A THEORETICAL MODEL A Dissertation Presented by NEIL STEPHEN GLICKMAN Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 1993 School of Education ©Copyright by Neil S. Glickman 1993 All Rights Reserved DEAF IDENTITY DEVELOPMENT: CONSTRUCTION AND VALIDATION OF A THEORETICAL MODEL A Dissertation Presented by NEIL STEPHEN GLICKMAN Approyecl as to style and content by: Hl^L^'E. Ivey, Chair/ C. Carey, Me Theodore Slovin, Member Brunilda de Leon, Member \ 7 / r Bai^^ey W. Jackson, Dean Schpol of Education^ ^ / DEDICATION For my mother, Sally Claire Glickman, and father, Sidney Glickman for giving me the gift of education. ACKNOWLEDGEMENTS For me, writing this dissertation was a humbling experience. As someone who cherishes independence, I was faced at every stage of this research process with my dependency upon others. This would have been true, I am sure, even if I were not attempting a kind of cross-cultural research where I belong to the dominant, oppressor group. A Hearing person like myself can not possibly do meaningful research into aspects of the Deaf experience without many Deaf people giving generously (and, given the nature of research into the Deaf community to date, somewhat courageously) of their time, energies, insights and perspectives. Anyone who has completed a doctoral dissertation will appreciate just how grateful I am both to those who helped with the technical aspects of empirical research and those who gave me access to the Deaf experience and Hearing It is a pleasure to recognize the Deaf classmates in people who contributed to this project. My Turriago, Alisa Beaver, Dr. Ivey's research seminar, Luis early drafts of Evelyn Brooks and Paulette Dalpes, reviewed revisions. Invaluable my proposal and suggested critical Zitter, Dr. consultation was also received from Sherry Upshaw, Susan Salinas, Michael Harvey, Gail Isenberg, Carrie Moore, Greg Fisher, Steven Kimball, Mark Geiger, Ruth Leferriere and Jeannette Constance Gould, Mark Dore, Lorna V . Costa. I received very helpful written suggestions from Dr. Michael Strong of the University of California Center on Deafness, Dr. Glenn Anderson of the Arkansas Research and Training Center on Deafness and Dr. Jeff Lewis from Gallaudet University. The two people who have contributed most to my understanding of Deaf culture, Betty Colonomos and MJ Bievenue, now of The Bicultural Center in Riverdale, Maryland, consulted with me on my instrument items and theory and gave meticulous and thorough reviews of two translations of the Deaf Identity Development Scale. Betty and MJ set the highest national standards for the field of sign language teaching and interpreter education. I cannot claim to have satisfied these standards, yet my work is enriched by having them always before me. The English language version of the DIDS was translated into ASL twice: first by Steven Kimball, who also helped me think about the translatability of items; and again by Lorna Leferriere. Barb Walker produced a superb back-translation into English while working under considerable time pressure. Bill Russell filmed, edited, refilmed and re-edited several versions of the DIDS, and kept his sense of humor while putting up with my technical incompetence in video production Arnos and Pat At Gallaudet University, Drs . Kathleen facilitated the Spencer of the Institutional Review Board VI . process of obtaining approval for my research at Gallaudet. Dr, Neil Reynolds from the Psychology Department welcomed this research and gave me the use of Psychology Department resources. Ms. Tammy Weiner served as Gallaudet faculty sponsor. Becky Piepho did a masterful and conscientious job of recruiting subjects and administering the DIDS. She also made many insightful comments on the research. Bob Weinstock also provided invaluable assistance in recruiting Deaf subjects I am indebted to the Board of Directors of ALDA-Boston, especially Marilyn Howe, for supporting this research project. Their enthusiastic letter of support certainly contributed to the 75% return rate from ALDA-Boston members. Ms. Howe also contributed generously of her time in implementing a large mailing of the DIDS. This research was partially funded by a grant from the American Psychological Association whose generosity is deeply appreciated On my dissertation committee, Dr. Brunilda de Leon and and a Dr. Ted Slovin provided consistent encouragement, John supportive and constructive review of this work. Dr. statistics, Carey lead me gently through the mine field of helping me conceptualize, organize and present my chair, Dr statistical procedures and results. My committee picture and cautioned Allen Ivey, kept my focus on the big vii . me helpfully about the ethical dilemmas of cross-cultural research. Dr. Ivey's skill in summarizing and synthesizing theoretical perspectives, his sensitivity to multicultural issues, his own model of developmental counseling and his willingness to nurture creativity and professionalism in students made working under his guidance an enriching life experience On the home front, I want to thank my life partner Steven for his meticulous proof-reading of the manuscript, his many invaluable suggestions, and for his constant love and support viii ABSTRACT DEAF IDENTITY DEVELOPMENT: CONSTRUCTION AND VALIDATION OF A THEORETICAL MODEL MAY 1993 NEIL GLICKMAN, B.A., CORNELL UNIVERSITY M.A., GALLAUDET COLLEGE Ph.D., UNIVERSITY OF MASSACHUSETTS Directed by Professor Allen E. Ivey Cultural identity is a construct from the literature on Minority Identity Development Theory. One^s cultural identity provides one means of understanding one's psychological relationship to cultural communities with which one has ties. A new paradigm has been presented for understanding deafness as a cultural difference rather than a medical pathology. To draw out one implication of this new paradigm, a theory is presented for how audiologically deaf people develop culturally Deaf identities. Four stages of cultural identity development are described. Culturally hearing refers to people who hold the dominant culture's attitudes and beliefs about deafness. Culturally marginal refers to people who experience shifting loyalties or profound confusion regarding their relationship to the Deaf and hearing worlds. Immersion identity refers ix . to a radical or militant Deaf stance. Bicultural deaf people have integrated their Deaf pride in a balanced way into their full h\amanity. Different paths of development are outlined dependent on the circximstances surrounding the hearing loss An instrument, the Deaf Identity Development Scale (DIDS) is developed in both English and American Sign Language to measure Deaf cultural identity. The DIDS is administered to 161 subjects: 105 students from Gallaudet University and 56 members from an organization of late deafened adults. Support for the existence of the four distinct kinds of cultural identity is provided by acceptable reliability, interscale and item-to-scale correlations. Thirteen hypotheses pertaining to instrument construction and theory and test validity are tested. Test results are used to illuminate further the paths of deaf identity development. Suggestions for improvement in the DIDS are presented. TABLE OF CONTENTS Page ACKNOWLEDGMENTS ^ ABSTRACT •••••••••••• JLX LIST OF TABLES ^civ LIST OF FIGURES xv Chapter 1. INTRODUCTION 1 Purpose 1 Background to the Study 1 Importance of the Study 6 Research Questions and Goals 12 Dissertation Outline 13 2. REVIEW OF THE LITERATURE 16 Introduction 16 Minority Identity Development Theory 17 Black Identity Development 17 Cultural Marginality 29 Other Minority Identity Development Models . 33 Summary of Minority Identity Development Theory 38 Deaf Culture 40 An Oral Educator's Perspective 40 Schowe's Identity Crisis in Deafness 41 Contemporary Discussions of Deaf Culture ... 44 Deaf Culture : Summary 59 3. THEORY OF DEAF IDENTITY DEVELOPMENT 62 Introduction 62 Stage 1: Culturally Hearing 66 Stage 2: Culturally Marginal 75 Stage 3: Immersion in the Deaf World 93 Stage 4: Bicultural 100 Deaf Identity Development: Summary 10 9 Research Hypotheses HI xi 4 . METHODOLOGY 118 Introduction 118 Construction of the DIDS: Item Selection 118 A Model for the English to ASL Translation Process 123 Translation Dilemmas 124 Review of the Back-translation 130 Sample 134 Description of the DIDS ' 135 Administration of the DIDS 136 Statistical Analysis 137 5. RESULTS 142 Observations of the Process of Administering the DIDS 142 Description
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