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Deaf Culture > Final Exam > Flashcards

Final Exam Flashcards

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Sociology 101 flashcards
1
Q

Define “Culture”

A

“the system of shared beliefs, values, customs, behaviors, and artifacts that the members of society use to cope with their world and with one another, and that are transmitted from generation to generation through learning”

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2
Q

What are the 5 Hallmarks of Culture? (list and explain)

A

Language- enables people in the community to have an effective communication system-the ultimate bond that holds them together
Heritage- provides a historical perspective as to why people subscribe to certain belief systems and behave in specific ways
Customs- dictate the rues of behavior and are grounded in historical applications
Arts- reflects the soul of the culture
Family or “Cultural Players”- the ones who transmit those values from one generation to the next

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3
Q

How do the 5 Hallmarks relate to Deaf Culture? (list and explain)

A

Language- ASL is the most crucial
Heritage- created by deaf people fro generation long gone-by
Customs- unique to Deaf people are numerous and practical.
Arts- often reflected as the focus of deaf through their experience
Family or “Cultural Players”- family members is not apply them but they turn to deaf community as a family

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4
Q

Collectivist vs. Individualist Cultures

A

Collectivist- the goals of the community supersede individuals’ rights
Individualist- success of the community depends on contributions made by individuals

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5
Q

Collectivist vs. Individualist Cultures to Deaf

A

Collectivist- deaf people are expected to be fiercely loyal to the deaf community, and be actively involved in community affairs
Individualist- fight for their own right require an interpreter

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6
Q

Insider/Outsider/Distinction

A

Deaf people have a strong need to know who is deaf and who is not, who went to a deaf school and who did not, and who grew up signing in contrast to those who learned how to sign more recently

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7
Q

American culture or hearing culture?

A 
Deaf people frequently describe the actions, behaviors, and thinking of hearing people as “hearing culture”.
Many aspects of these “hearing culture” traits can be better described as the mainstream American culture-more specifically, the culture of middle-class white, hearing American
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8
Q

Deaf Labels

A
  • Deaf & Dumb (1900s)
  • Deaf Mute (1920s)
  • Handicapped (1940s)
  • Hearing Impaired (1960s)
  • Disabled (1980s)
  • Deaf (2000s)
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9
Q

What percentage of the U.S. population is deaf or “hearing impaired”?

A

Approximately 17% or 36 million people

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10
Q

Explain the 90% formula

A 
90% of Deaf people.... :
-Born to hearing parents
-Have hearing children
-Unable achieve intelligible speech
-Born profoundly deaf using sign language
-With deaf child attend a signing school
-Married to other deaf person
-Signer was former oralist
-Did not attend a deaf school 
90% of Hearing parents with a deaf child.... :
-Have never met a deaf person
-Are unable to communicate efficiently
-Child experiences language delays
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11
Q

Membership/Social Position (list all attitudes and define)

A
  • Audiological
  • Linguistic
  • Political
  • Social
  • Domains that Deaf people must satisfy in order to achieve a comfortable place in the Deaf community
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12
Q

Common Labels

A 
Hearing-Impaired
Deaf
Hard of hearing
Hearing
“Hearing-but”- Unique term in ASL; Design for hearing people; Exhibited an extraordinarily positive attitude toward Deaf people; Deep respect for Deaf culture in general; Believe that Deaf people are equal; Not always for who are fluent ASL signers, it can be for someone who knows very little
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13
Q

Deaf Identities

A
  • Balanced bicultural Deaf people
  • Deaf dominant bicultural individuals
  • Hearing dominant bicultural deaf people
  • A culturally separate Deaf people
  • A culturally marginal individual
  • A culturally isolated individual
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14
Q

5 Stages of Cultural Awareness (list and explain)

A

Conformity- no appreciation of Deaf culture (might even shun it)
Dissonance- exposed to the positive aspects of the stigmatized community for the first time; reevaluation (ex- meeting a successful, well-rounded Deaf person for the first time can be a life-altering experience)
Resistance and Immersion- become angry about being sheltered (ex- throw away hearing aids; stop talking to hearing people)
Introspection- want the Deaf experience, learn how to feel good about themselves, feel okay about being Deaf, relieved that they can stop trying to be a hearing person
Awareness- reexamine the extreme stance they may have adopted, does not always result in positive outcome, recognize that their parents may have had good intentions, make peace with their deafness

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15
Q

“Deaf Culture” term

A
  • began in 1980’s

- before that, called “Deaf Tend”

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16
Q

Enculturation at Birth

A
  • Deaf children born to Deaf families
  • Expose to Deaf culture immediately at birth
  • Their language acquisition in sign language parallels the spoke language
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17
Q

Enculturation at the Initial Deaf school

A
  • Enrolled at a deaf school at a young age
  • Extremely limited language or communication skills prior to their enrollment
  • Due to hearing parents, they’re unaware of solutions available
  • Arrives at a residential school- exposed to sign language and Deaf culture
18
Q

Enculturation after transferring to a Deaf school

A
  • Other children did not get placed at a deaf school
  • Enculturation process does not begin until they transfer to a deaf school at older age
  • After years of frustration, they are ready to learn a new and better way of life
19
Q

Enculturation upon graduation from high school

A
  • Last group who have never attended a deaf school
  • After years of being restricted from associating with other deaf people
  • Begin to learn how to sign and benefit from other solution
20
Q

Name Signs (“Naming Ritual”)

A

43% Deaf people receive their name signs at school

13% are given by their teachers or dorm counselors at school

21
Q

George Veditz

A

1910

22
Q

What was the name of the 1st Deaf School?

A

Connecticut Asylum for the Education and Instruction of the Deaf and Dumb (now known as the American School for the Deaf)

23
Q

Milan Conference

A

1880- when oralism took over

24
Q

Total Communication Philosophy

A

1970’s

25
Q

Deaf Clubs

A

Needed:
Socialization
Information sharing
Emotional support

26
Q

Core Values of the Deaf Community

A
  • Full access to communication
  • Information sharing
  • Healthy identity formation
  • Self determination
27
Q

3 Factors of Deaf Art (list and explain)

A

Biological Factor- As “people of the eye,” Deaf people are naturally attracted to the visual arts; superior visual perception; gifted observatory skills
Isolation factor- Due to frustration with communication limitations at home and school
Deaf Essence Factor- Deaf art has been likened to the work of other disenfranchised groups; “communicate their acts of resistance and affirmation via art”

28
Q

Deaf Art Categories (list and explain)

A

General art- Landscapes or portraits
Deaf culture art- Art work may appear to be general at first glance but which include specific details that carry special meanings only to those who are involved in the Deaf community
Art about the Deaf experience- Contains work in which artists explicitly express their feelings about views of, and experiences associated with being Deaf

29
Q

De’VIA

A

The Deaf art movement revolves around the imagery of signing, handshapes, eyes, and cultural issue
An effort to increase the visibility of and focus on the uniqueness of works by Deaf artists

30
Q

De’VIA Art

A
  • Deaf metaphors
  • Deaf perspectives
  • Deaf insight in relationships with the environment
  • Spiritual
  • Every-day life
31
Q

Resistance vs. Affirmation De’VIA

A 
Audism vs. Empowerment
Oralism vs. ASL
Mainstreaming vs. Affiliation
Cochlear Implants vs. Acculturation
Identity confusion vs. Acceptance
Eugenics vs. Deafhood
32
Q

De’VIA Affirmative Art

A
  • Portraying the struggles associated with being misunderstood and neglected
  • Projects scenes of happy and meaningful aspects of being Deaf
33
Q

Music and Deaf Culture

A
  • Not noted for its music
  • Unique artistic presentation associated with music have emerged
  • Some resent this intrusion from “hearing” culture
34
Q

3 Cultural Propensities of Deaf Americans

A
  • Touching
  • Checking with the group
  • A direct communication style
35
Q

Historical and Pragmatically Based Behaviors (list and explain)

A

Leaving-Taking- A past era when Deaf people did not have easy access to the technology of the time; relied on face-to-face communication for all their socializing; good-bye routine plans were made for the next meeting; always the possibility for the conversation to go off on a tangent to discuss additional news and gossip.; when this side discussion went on long enough, the round of good-byes and hugs had to start all over again
Persistence in Contact-
Social contacts are cherished; expected that Deaf people should be persistent when attempting to contact a friend, either in person or on the phone; typically do everything they can to make sure the person is not home: ringing the doorbell several times, look through the window, walk around the house to the backyard, check the garage, test the doorknob
Information sharing- Keeping others informed is another important characteristic of deaf culture; deaf people don’t have as much access to information as hearing people; Deaf people themselves need to keep each other informed about: news, gossip, advice, etc.; to withhold potentially valuable and helpful information from others is viewed as unacceptable and may be considered rude and selfish
Letting Others Know of Your Destination- Customary for Deaf people to “announce” their destination when leaving the room, even if the person is going to the bathroom; returning to the room to let people know when you are completed your business; courteous behavior of telling others: bathroom, garage, second floor, etc.
Reporting back- Reporting back is also an important feature of keeping each other informed; ex- checked the brownies in the over, closed the window, make sure the kids in the other room okay, etc.
Detailed Introductions- Deaf community is relatively small; limited array of choices in their educational, social, religious, and cultural opportunities; making introductions include: educational background, circle of friends, Deaf relatives, incidents from life (both good and bad), etc.

36
Q

3 Categories of Social Behavior

A

Explicit
Tacit
Emblematic

37
Q

Excluding Deaf from Conversations

A

One of the biggest taboos in the Deaf community is to intentionally exclude a Deaf person from a conversation
-A person with signing abilities choosing not to sign in front of Deaf person considered RUDE

38
Q

7 Solutions for Effective Living (list and explain)

A

Social Activities- Enterprising in creating opportunities for social interaction; Deaf clubs; Captioned movies; Social activities provided by Deaf club goers
Athletic events
Political function- Politically active in ensuring that their rights are protected
Self-Help
Special Interest Groups
Spiritual/Religious Support- in the beginning, religious organization played an important role in many Deaf communities, where hearing families and mainstream religious assemblies are unable to meet the spiritual needs of Deaf congregants
Large Gatherings

39
Q

Of/For/By the Deaf

A

It is important to note the distinction between organizations “of” the Deaf and those “for” the Deaf. It usually runs by the hearing people
Example: Alexander Graham Bell Association for the Deaf
NAD - responds to the needs and wishes of the Deaf community.
Many service agencies – run by hearing people.
Some are doing good and some are doing bad

40
Q

Ableism, Audism & Linguisticism

A

Ableism- Misjudge by hearing people
Audism and linguisticism-
Characterize the bias and intolerance
Audism- the notion that one is superior based on one’s ability to hear or behaves in the manner of one who hears
Linguisticism- describes the false belief that ASL contributes to difficulties in learning English among deaf children and therefore should not be used by parents and educators

41
Q

Deaf Communities (list and explain)

A

Hard of Hearing- make up a significant component of the deaf community; usually sign fluently; play down the fact they can speak and hear
Mainstreamed Deaf people-
attend mainstreamed educational programs; do not graduate from a deaf school; do not live near a deaf school; do not feel connected to deaf schools in the way that past generations did
Elite Deaf- Despite widespread poor education, the linguistically impoverished home environments, they managed to achieve high levels of academic success; pursue their higher education aspirations
Grassroots Deaf- “average” deaf
Regional Differences- Deaf people here in the United States are Americans first; microcosm of the larger society in its demographic make-up

42
Q

Universal Solutions

A
  1. Belonging to a Translocal and Transnational Community- Identified five universal cultural traits of the transnational Deaf community; the dual relationship with their family and the Deaf community; the need to congregate with like-minded people; the struggle to achieve independence and to overcome misunderstanding and oppression by their own parents and the society at large; the determination to make a living in spite of oppression; the magnetic attraction to socialize with other Deaf individuals
  2. Creating Opportunities for Congregation- Centrally located meeting places; At these gatherings, the cultural values of information-sharing and direct communication are made tangible: encounter more experienced Deaf people; share ingenious methods of dealing with the largely ignorant hearing public; lessons learned: create solutions for handling insensitive neighbors, overprotective parents, rebellious hearing children, patronizing co-workers and supervisors, and hearing-centric bureaucratic government systems
  3. Participating in Straight Talk- Exchanges of information
  4. Adopting a Can-Do Attitude- Find creative ways of demonstrating their worth, ingenious methods of communicating and imaginative strategies for developing maintain relationship with the people around them; these true-to-life tales assist fellow. Deaf people in building a feeling of self-worth
  5. Preserving the right to Use a Signed Language

Deaf Culture (1 decks)

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