Vicarious Experiences: Like Me; Not Like Me

In an academic setting, students will look to the actions and performances of their peers to gage whether they are working at grade-level. Outside of the classroom, students will look at significant others (ex. parents, teachers, friends, and role models) to evaluate how they should act and perhaps - what is possible for them as deaf individuals (Bandura 1977; 1993).

For deaf children, their earliest vicarious experiences are with their families. These considerations are particularly important in formulating how one understands their deafness. For example, children who are born to deaf parents will know nothing but being deaf. Hearing loss will not appear to be a challenge or deficit as these parents, most often, will communicate using ASL and may also have a positive relationship with their Deaf community.

The majority of deaf children are born to hearing families. These families will face difficult decisions throughout their children’s lives and will need to make many choices very early on that will impact the long-term development of their child. Unfortunately, most hearing parents know little about the Deaf community, Deaf culture, or being a deaf person. Most of their opinions are informed instead, by hearing medical professionals who typically advocate medical intervention to ‘correct’ hearing loss so that

the child can be part of the ‘hearing world.’ These early decisions can affect how individuals understand their deafness, influencing how they eventually live out their lives (Garberoglio et al 2014; van Gurp 2001; Bat-Chava 1994; Obrzut 1999; Koelle & Convey 1982).

Deaf children with deaf parents likely will not view their deafness as something that needs to be ‘overcome’ or ‘fixed.’ On the other hand, many deaf children who are born to hearing parents may feel different from their parents and isolated, especially if communication is hindered and the important bonds between child and parent are strained (Obrzut 1999; van Gurp 2001; Garberoglio et al. 2014).

As children age, these comparisons become even more important. For deaf children who have deaf parents, seeing their parents’ success is found to inspire the “deaf can” attitude that was characteristic of participants of this study. For example, Jill spoke about her deaf mother’s pursuit of a college diploma but more importantly, about her long-term role as an educational assistant (EA) at a school for deaf and hard of hearing students. Jill explained that her mom, who is also deaf, had always told her that she “wanted more” for her daughter. Seeing her mother as a successfully integrated member of the labour force in a job that she enjoyed, made the same things (if not more) seem possible to Jill. For much of her life, she aspired to be a teacher that worked with deaf students, like her mother had for so long. Jill’s mother was influential in showing Jill that deafness did not have to be limiting. From a young age, Jill could see through her mother’s actions that she too could be successful in what she chose to do, regardless of her hearing loss. This lent favourably to fostering high self-efficacy toward Jill’s planned education.

Beth, on the other hand, was born to hearing parents who advocated for her to be fitted with a cochlear implant. Unfortunately, Beth noted that this intervention “was not 100% for me,” and that she had difficulties communicating with her family who elected not to learn sign language. Beth’s earliest role models emphasized her difference from them. She explained that, “I feel left out in my world [hearing world]” and as though her parents were “discriminatory” towards her hearing loss. Without any reference point to challenge deafness as ‘disability’ or a ‘limitation,’ Beth’s understanding of her Deaf identity was founded in the negative attitudes of those around her.

Fortunately, when Beth transferred to her segregated school environment, she was exposed to peers, teachers, and adults who were deaf too and who were successful. Most importantly in her life, she was given the opportunity to go to a summer camp for deaf individuals where she was again, exposed to other deaf people that helped her to develop her identity as a Deaf person. She quickly realized that deafness did not have to be a disability, as others around her were successful academically, socially, and at work. She found further support in the Deaf community, particularly with a Deaf role model who took the time to talk with her at a recent Deaf empowerment movement. Together, these individuals were instrumental in fostering the “deaf can” attitude in which Beth now believes. Seeing the success of other Deaf role models has helped her to challenge the negative attitudes of her biological family who viewed her hearing loss as limiting – especially relating to her future.

Additionally, Bandura points out that we develop self-efficacy by comparing ourselves to those to whom we believe we should be performing similarly. For instance, Taylor is a successful academic who has often outperformed many of her peers. She

thought of herself as so academically superior to her deaf peers that she decided to transfer to a hearing high school to complete her diploma requirements. This reflects the important role that vicarious experiences have played in shaping her academic mastery and efficacy to the extent that she felt comfortable leaving the security of her Deaf community to be academically challenged.

In comparison, Seth spoke often about feeling behind his peers in his mainstream school. He remembered feeling “embarrassment of having to ask questions in front of other students and them thinking … well you should know this by now.” Seth’s evaluations to his peers led him to question his abilities, actions, and perceived failures. Consequently, Seth exhibited very low levels of self-efficacy, particularly toward his transition to high school. In his new school, where he has seen significant academic growth, Seth now feels accepted and part of his school community. He is now the student that encourages others. He shared – “I’m trying to make them [his peers] realize that that’s not true … that it doesn’t matter if it’s you or me … we’re all deaf and we can do it.”

In summary, vicarious experiences shape each participant’s understanding of their deafness and their academic abilities. Comparison to other deaf individuals appears to be important in inspiring these students and helping them embrace a Deaf identity in which deafness is not viewed as a disability. Additionally, comparisons in the classroom influence views of academic mastery; with those outperforming their peers exuding confidence compared to those, who experience frequent academic challenges who seem to feel at a loss against those who are more advanced. These comparisons help students to

realize what is possible, regardless of their hearing loss, and to affirm their mastery experiences in education.