(684.5) Navigating as a Deaf and Hard of Hearing Undergraduate in Research Laboratories: Barriers and Inclusion

Poster Board Number: A524

Paul Craig (Rochester Institute of Technology), Jason Listman (Rochester Institute of Technology), Kim Kurz (Rochester Institute of Technology), Amanda Picioli (Rochester Institute of Technology)

Preparing the next generation of scientists, particularly those from minority groups who are underrepresented in the nation’s scientific workforce, is part of the National Institute of General Medical Sciences’ (NIGMS) mission (NIGMS 5-Year Strategic Plan Progress and Outcomes, 2020). The Research Initiative for Scientific Enhancement (RISE) Scientists-in Training Program for Deaf and Hard-of-Hearing Undergraduates at the Rochester Institute of Technology (RIT) is an effort to enhance the diversity of the biomedical sciences workforce by providing research-intensive training for PhD-bound deaf and hard of hearing (D/HH) undergraduates. RIT-RISE is designed to support D/HH undergraduate students (known as RIT-RISE scholars), who navigate academic and science communities differently from hearing students due to various systemic barriers. The D/HH population is unique and diverse in terms of communication and language preferences and identities. Unlike hearing peers, D/HH students often have to request accommodations through the university’s disability office so they can have access to scientific discourse that spontaneously occurs in the research lab. The RIT-RISE team conducted a qualitative study to better understand D/HH STEM students’ experiences related to communication challenges in undergraduate research environments and to identify best practices to optimize communication access in research environments with mixed D/HH and hearing scientists and STEM students. Based on qualitative data gathered from interviews, focus groups, and lab observations, four main themes emerged from our study: (a) Communication and Environmental Barriers in Research Laboratories; (b) Creating Accessible and Inclusive Lab Environments; (c)  Communication Strategies; and (d)Self-Advocating for Effective Communication. Our findings contribute to the possible strategies to customize and optimize communication experiences and mentoring experiences for all D/HH students.

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