Abstract
American Sign Language/English interpreting is a profession growing in recognition in the United States and internationally. As its popularity increases, its diverse groups, specifically interpreters who identify as Black or African American, should follow. As a result, the diversity of its practitioners should imply that more interpreters of diverse backgrounds, under the influence of interpreter educators, are acquiring knowledge under keen leadership that positively impacts their acquisition of knowledge and their social and professional identity.
Interpreters acquire language, cultural information, and knowledge through varying degree levels of Interpreter Training Programs (ITPs) across the United States. However, this paper hypothesizes that the documented programs, established at institutions of varying levels, struggle to meet the diverse needs of the students they serve, or lack the attendance of culturally diverse groups.
This project seeks to obtain insightful information from Black and African American ITP students and graduates through personal accounts, resulting in discussion relating to the growing issue of ITPs and the deficit produced in serving marginalized and culturally diverse populations. By collecting data specific to identifying experience impact on social identity, professional identity, and their acquisition of knowledge, this collection aims to provide suggested practices to mediate the cultural deficit. The desired result is greater awareness leading to an increase in accessibility and strategies fostering the social and professional identities of Black/African American and other diverse interpreters, interpreting students, and ITP graduates.
Exit Requirement
Thesis
Date of Award
6-9-2021
Degree Name
Master of Arts in Interpreting Studies
Committee Chair
Amanda Smith
Committee Member
Elisa Maroney
Committee Member
Royce Carpenter
Keywords
American Sign Language, Black, interpreter educators, ITP, professional identity, social identity
Language
eng
Type (DCMI Terms)
Text
Subject Categories
American Sign Language | Education | Language Interpretation and Translation | Other Languages, Societies, and Cultures
Recommended Citation
Beal, J. (2021). The Black Perspective: A Need for Representation and Inclusion in ASL/English Interpreter Training Programs (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/67
Rights Statement
Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.
Rights Statement URL
http://rightsstatements.org/vocab/InC/1.0/
Included in
American Sign Language Commons, Education Commons, Language Interpretation and Translation Commons, Other Languages, Societies, and Cultures Commons
Rights Statement
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
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