Summer/Weekend Programs: Critical Avenues for

Identity and Social Capital Needs

Gina A. Oliva

Gallaudet University

Florida Summit on Childhood Deafness

September, 2009

Impetus for study of Summer and Weekend programs Completion of “Alone in the Mainstream”

(Oliva, 2004, Gallaudet U. Press) Now what? How can I help the kids who are still “alone in

the mainstream” today?

Research on Summer and Weekend Programs: 2005 - 2008 Survey of Camp

Directors – 70 camps Observation at 12 +

summer and weekend programs

Interviews with 50+ managers/counselors

Interviews with 14 former campers (retrospect)

Caveats: 33% response rate 75% of responding

camps were “strong ASL camps” who advertise mostly within the signing community

Still: All former campers

expressed great regard for their experiences

Most important (general) findings:

All are Labors of Love (more than half founded since 1995)

Varied in some ways, similar in others No resources for formal assessment, training,

networking, documentation No research still – need evidence for ongoing

and new financial support The children (now adults) will attest to their

value in no uncertain terms

Relevant StatisticsGallaullaudet Research Institute. (March 2009). Special statistics of data from the 2007-2008 Annual Survey of Deaf and

Hard of Hearing Children & Youth. Washington, DC: GRI, Gallaudet University.

USA 36,710 reported children 3,976 schools reported only 2 – 5

deaf/hoh students 10,828 students 36% of all schools 30% of all students reported

6200 schools reported a single deaf/hard of hearing student 6200 students 56% of all schools 17% of all students reported

47% virtually “alone in the mainstream

South Region 14,610 reported students 1,570 schools reported only 2 – 5

deaf/hoh students 4,170 students 34% of schools; 28% of all active students

2746 schools reported a single deaf/hard of hearing student 2746 students 59% of all schools 19% of all students reported

53% virtually “alone in the mainstream”

2007-2008 Annual SurveyRegion – Florida

1441 total reported students 109 schools reported only 2-5 deaf/hard of hearing

students 298 students 40% of all schools 21% of reported students

130 schools reported a single deaf/hard of hearing student 130 students 47% of all schools 9% of all reported students

428 students (30%) virtually “alone in the mainstream”

Gallaudet Research Institute. (March 2009). Special statistics of data from the 2007-2008 Annual Survey of Deaf and Hard of Hearing Children & Youth. Washington, DC: GRI, Gallaudet University.

Why are these statistics important?

Deaf and HOH adults have been telling us: Summer programs make a profound impact

And, numerous theories tell us “well of course!”

The numbers and theories can help us improve existing programs and develop new ones.

Make them intentional

Social/Developmental Theories --->

Need for Summer programs - Maslow

Self-actualization

Achievement

Belongingness and Lovefriendship, family, intimacy

Safety

Food and Shelter

Comments from former solitaires – Belongingness I thought I had a good life in middle/high school

until I learned about deaf culture and my identity. I realized looking back all the years of emotion and frustration. When I entered [college]…. I felt like I was home where I belong…

[Attending this college] was the BEST decision of my life. My world changed there. It is also where I met my husband. Growing up, I never thought I would get married and have children (Oliva, 2004)

Social/Developmental Theories ---> Need for Summer programs - Erikson

5th stage: Identity Development (12 – 22) “Ego Ideal” – deaf/hoh/CI children need deaf/hoh/CI

role models “Psychosocial mutuality”

My opinion of me = others’ opinions of me “A defining moment for [my daughter] during YSP was

for her Deaf peers to describe her as ‘really friendly, outgoing, and always bursting with ideas’…No longer was she in a community that defined her as a shy, self-conscious, nerdy girl.” (Oliva and Lytle, 2006)

Social/Developmental Theories Need for Summer Programs - Kleiber

Coffee shops, bars, etc - where we go “just to talk-- critical to our sense of social support:

This is where we experience or learn:

Belongingness and Love Psychosocial mutuality Ego Ideal and Immersion/Identity Development

Adolescents crave such environments: Key element is absence of adults Malls, street corners, chat rooms Hallways, locker rooms, cafeterias, school buses

This is why HoH and Deaf (and CI kids) talk about the barriers to these environments in

all autobiographical accounts

Fourth Environment = Unstructured Leisure Contexts

“Even when activities are organized and structured by adults, informal child-centered interaction persists [and is an integral part of] the experience ( p.76)” It was great to be involved (the swim team, lacrosse and

volleyball), but with this involvement came a lot of stress. I always… missed out on team gossip in between drills;

[I] always dreaded the team bus rides to meets because I could never follow all the chatter with all the noise on the bus (I would sit very quiet and feel invisible!).

All that soft stuff was an important part of being or feeling part of the team. (Oliva, 04)

Racial Identity Development (Tatum)Pre/encounter stage

Pre-encounter stage (Pre K – grades 4/5) Minority children “breathe in” “it’s better to

be white” Parallel: “it’s better to be hearing” “I

thought I should try as hard as possible to look like, act like, pretend to be, hearing” (Research Participant, Oliva, 2004)

The feeling of being an “outsider” grows Encounter stage (middle school)

“All you people like to dance” (Tatum) “MetDeafWow” (Oliva)

Racial Identity Theory: Immersion; then Internalization Immersion: Individual surrounds him/herself with

symbols of culture “The deaf adults I meet are my teachers.” “The majority of my friends are hard of hearing - we

provide emotional support to encourage each other to survive out there.” (Research Participant, Oliva 2004)

Internalization: A strong sense of self; establishes meaningful relationships across groups (bridging social capital) “I cherish my deaf friends--we don’t have to explain why

we do this or that or why we feel this way or that way” “I find myself involved in both worlds – hearing church,

hearing health club, deaf sports, deaf events…” (Research Participant, Oliva, 2004)

Glickman – Deaf Identity Development Hearing – “to be as hearing as possible” Marginal – conflicted/ambivalent about both groups

(hearing and deaf) Immersion – Learning about Deaf Culture and

immersing oneself in it Bicultural – recognizing that one can be part of both

cultures – “reflects the most optimal psychosocial adustment” (Leigh, 2009, p. 30) Social marginality can lead to psychological

marginality…identity confusion, poorly differentiated understanding of self and others, and emotional/behavioral difficulties (Leigh, ibid., p. 29)

Bowling Alone – The decline of Social Capital (Putnam, 2000) Three types of capital (or “wealth”) Physical capital

money, buildings, equipments Human capital

Education, skills, ability Social capital

Networks of trust and reciprocity Your family, your classmates (any kind of class), your

commuter train seatmates, your bowling league or Tripoly group, your regular friends with whom you get together regularly, various groups of co-workers, etc.

Indicators of Social Capital

The number of civic, religious, political, and/or recreational groups one belongs to

Frequency of informal socializing, including shared meals, attending events, playing games, outings, etc

The degree to which one believes that people in their [groups] can be trusted and/or depended upon”

Why does social capital matter?

School students perform better when they have strong social networks.

Social Capital builds resilience both for individuals and for groups/communities

Social Capital builds sense of belonging, purpose, quality of life

Bonding and Bridging Social Capital – Both are needed Bonding – “Superglue” Social ties linking people

who are more alike than different.

Enables creation of strong loyalties

Creates strong sense of self, esteem, confidence, belongingness

Good for creating strong within group political strength

Bridging – “WD 40” Connections between people

who are different (race, income, gender)

Enables creation of partnerships across differences

Enables greater variety of activities & opportunities

Good creating strong across-group political strength

Social Capital Needs of Hard of Hearing and Deaf Children Of course, young HOH and Deaf Children

need to bond with their families As they grow older, they need bonding social

capital with peers and role models Where will they get this opportunity to bond

with similar peers and role models? Thus, the importance of “immersion” summer

and weekend programs

“Immersion Programs” – recognized by the ACA The American Camping Association recognizes the

need for “immersion” as well as “inclusion” opportunities

Commonly accepted Immersion Programs Diabetes, Autism, Cancer, Obesity, Behavioral Issues

Clerc Center List http://clerccenter.gallaudet.edu/Clerc_Center/Informati

on_and_Resources/Info_to_Go/Resources/Summer_Camps_for_Deaf_and_Hard_of_Hearing_Children.html

Summer Crider -early summer camps in Florida/Georgia Public School Summer Day Camp

Focus on Art, the Art Teacher, “fantasy animals” (my “secret place”)

Cochlear Implant Family Retreat Begged my mom to drive me to [one girl’s] home to visit.

She was the only peer I knew who was deaf and smart like me

She was oral, but knew sign language. Her parents were really strict about not signing (we “sneaked signing” in her room)

Week long Basketball Camp at UF “Hearing Impaired” Good for Basketball, no social recollections

Summer Crider – Young Scholars Program (Gallaudet U.) (Age 14)

Many adolescents my age, who shared my interest in theatre - fascinating, cool, funny!

Totally New Experience!

Confidence and self-esteem increased immediately!

Transformed from a shy, reserved girl to an outgoing, funny, and eager-to-become-best-friends-with-everybody kind of girl.

Recorded every laugh, every moment in my journal/scrapbook - brought with me to school everyday in the following fall to show my interpreter – EVERY DAY!

Even at only age 14, I knew this was about “belonging” and “social capital” – thus my decision to transfer to Florida School for the Deaf and Blind for my high school years.

Rachel Berman – K-12 and Summer Camps Mainstreamed all my life as “the only one”

Many extra curricular activities Middle school – started feeling communication barriers

Clarke School Summer Program – Mom’s idea “peers like me” (oral) -An “equal playing field” Still connected to some of the people I met there; not

connected to any kids from my public school years Always sad to leave at end of session!!!

Aspen Camp for the Deaf (Outgrew the Clarke Program) Signing camp “Let me outa here!” Deep self understanding – My life changed!!!

Today: VP of GSA I DO have leadership ability (never thought I did)!!

Rachel Berman – Social Capital

The social capital that came from being surrounded by deaf role models during my camp years led me to this point.

I truly believe that the best way to grow and find your identity is by being with others like you it gives us the coping skills needed to get through our

frustrations of being the "only one" And a sense of comfort that you have a place and

support system to fall back Social Capital – a “place” where there is no need to

"explain" your “limitations”

Question: Cochlear Implants

What kind of impact will CI’s have on Social Capital for individual deaf children/youth/adults?

Do children/youth/adults with CIs need both bonding and bridging social capital; with both deaf peers and hearing peers?

Answer: We had best assume yes rather than assume not and be wrong – both Summer and Rachel have CIs.

Summary: The community’s collective response

Majority of summer and weekend programs founded in last 15 years by Deaf Adults and/or hearing allies

Labor of Love Many founded/managed by volunteers or very

low paid individuals When you ask them why:

“It doesn’t matter what you put in the program – the important thing is to bring them together” (personal conversation, David Coco, TSD Outreach)

“to bring them together and let them experience [bonding social capital]” (Oliva, 2010)

Summary: What can you do?

Educate families early – learn more yourself about the struggles of the adolescent years esp for hard of hearing youngsters

Encourage them to plan to involve their family in planning for many summers

Develop programs for families (summer, weekend, after school) Educational Recreational Get them started early with family programs Plan for local, regional, and statewide funding Get these programs on the IEPs routinely

If you are affiliated with an academic institution, encourage more research

Summer Camp references

Clerc Center list of summer camps http://clerccenter.gallaudet.edu/Clerc_Center/I

nformation_and_Resources/Info_to_Go/Resources/Summer_Camps_for_Deaf_and_Hard_of_Hearing_Children.html

American Camping Association www.acacamps.org

References and Suggested Reading

Gallaudet Research Institute. (March 2009). Special statistics of data from the 2007-2008 Annual Survey of Deaf and Hard of Hearing Children & Youth. Washington, DC: GRI, Gallaudet University.

Glickman, N. (1996). The development of culturally deaf identities. In N. Glickman and M. Harvey (Eds.). Culturally affirmative psychotherapy with deaf persons (pp. 115-153). Mahwah, NJ. Lawrence Erlbaum.

Kleiber, D. (1999). Leisure Experience and Human Development: A Dialectical Interpretation. New York, NY: Basic Books.

Leigh, I. (2009). A Lens on Deaf Identity. Oxford, UK, Oxford University Press.

Oliva, G., and Lytle, L. (2006) “ Merging two worlds.” In B. Brueggeman and S. Burch (Eds.). Women and Deafness: Double Visions. (pp. 147-169). Washington, D. C. Gallaudet University Press.

Oliva, G. (2004). Alone in the Mainstream: A Deaf Woman Remembers Public School. Washington, DC: Gallaudet University Press.

Putnam, R. (2000). “Bowling Alone: The Decline of Social Capital in America” New York: Touchstone.

Ramsey, C. (1997). Deaf children in public schools: Placement, content, and consequences. Washington, DC: Gallaudet University Press.

Tatum, B. D. (1997). Why Are All the Black Kids Sitting Together in the Cafeteria? New York, NY: Basic Books; Perseus Books Group.