Abstract

Significant demographic shifts among school-aged deaf children in the United States have not mirrored similar shifts in the teaching force, which remains predominately White. The importance of exposing children from ethnically diverse minority backgrounds to role models who have firsthand knowledge and understanding of issues they face is discussed and the strategies needed to attract minority professionals into the field of deaf education are identified.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 83-85
Launched on MUSE
2012-07-11
Open Access
No
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