Tag: Intersectionality

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Where are IOC? In Search of Role Models, Mentorship, & Guidance

Students of Color in interpreter education programs (IEPs) need encouragement. MJ Jones outlines some critical ways we can support future Interpreters of Color through mentorship, support, and information-sharing.

Introduction

As a hearing transgender Interpreter of Color, I often wonder where to find sign language interpreters and Deaf people who look like me. Sometimes, it feels as if my multiple identities make it a challenge to build connections, seek mentors, and feel my authentic self in the field of sign language interpreting. It was not until my experience attending the Deaf People of Color Conference last year in Austin, TX, where I felt valued for all my intersectional identities, especially as an interpreting student of color. This optimal space provided opportunities to build new connections with Deaf People of Color, from scholars to academic leaders, and members of multiple communities. I met Deaf people, Deaf-Blind individuals, a Deaf Transgender woman, and sign language interpreters, all of whom identified as People of Color. The connection with folks who shared similar cultural and racial backgrounds was a feeling I have yearned for since I first started learning sign language. Building connections with Deaf People of Color and networking with other interpreters of color allowed me to feel I could bring my many authentic selves to the field of sign language interpreting. 

[View post in ASL]

Months later, at the National Association of the Deaf (NAD) Biennial conference, NAD recognized Deaf youth ambassador, Tanea Brown, for her strategic plan to address the lack of interpreters of color within the Deaf Community. Watching Tanea’s presentation, I felt a renewed connection and inspiration from her vision to create pathways for interpreters of color.  In her presentation, Tanea shared,  

When we look at minority communities, we don’t find as many opportunities for them [Students of Color] to pursue interpreting as a career, which in the end really impacts the Deaf community and Deaf People of Color. So we need to educate minority communities and create a pathway for them to pursue interpreting as a viable career.

Creating pathways for sign language interpreters cannot be done without support and mentorship. Evidently, this issue is not only critical for aspiring Interpreters of Color but to Deaf People of Color. Uncovering the experiences of interpreting Students of Color will allow us to understand the kind of support and mentorship interpreting Students of Color need to succeed. This series installment aims to discuss how mentorship and professional information can benefit pathways for interpreting Students of Color with narratives from our research (click here for more information about our research) and from conversations with colleagues who recently graduated.  

Lack of Professional Information

Being a Black-Filipinx interpreter, both Erica West-Oyedele and Christine Nakahara provide amazing narratives that discuss the experiences of Black (West-Oyedele) and Asian Heritage (Nakahara) sign language interpreters. In the collective narratives, participants mentioned organizations they wish they knew about or had access to, such as National Black Deaf Advocates (NBDA), the National Alliance of Black Interpreters (NAOBI), and the National Asian Deaf Congress (NADC). This is parallel to what we found in our research as only a few students mentioned these organizations by name. 

Within our research, students from California State University, Northridge (CSUN) (see part 3 of the series) who shared they did not have much support or encouragement also did not have access to Deaf events.  In addition, they recognized the lack of diversity and connection in classrooms and the broader field of sign language interpreting. Furthermore, one student shared they were not interested in the field because of the lack of information available regarding pathways to obtaining advanced degrees (i.e., M.A, and Ph.D. programs). A Persian-Jewish female student who did not pursue a career in sign language interpreting shared, “It was a family expectation for me to get a master’s degree and I thought that if I became an interpreter that would be it. There is no more training. That wasn’t enough for me.” While the lack of access to professional information and organizations was prevalent for study participants, many of them also mentioned the struggle to obtain mentorship.

Lack of Mentorship

Mentorship plays a large role when analyzing the field of sign language interpreting and students’ experiences. Students who applied but were not accepted into the interpreting program did not have supported paths to meet Deaf People of Color (POC), mentors, or other peers to support them (click here for part 3 in the series). They expressed not developing an interest because of the lack of Interpreters of Color at events  When an interpreter does not see other sign language interpreters who look like them, they often feel isolated if they are the only one from that racial/ethnic group. After asking a recent graduate, a Cisgender Queer Female, about her experience, she shared, “For me, I feel I haven’t had a Filipino interpreter mentor. It feels kind of isolating because I feel like I’m the only one able to represent this demographic.” 

Clearly, Students of Color (SOC) aren’t only lacking knowledge about how to find and access professional information, but they are also lacking access to mentors of color. Spaces where sign language interpreting students of color can get support from Deaf POC and interpreters are critical to their persistence in the field and to their identity as Interpreters of Color. As West-Oyedele’s (2015) study reveals, “Interpreters of Color felt welcomed among Black Deaf consumers and created spaces with other African American/Black interpreters in the form of task forces or other social groups that allowed them to connect and be themselves” (p. 69). Connecting back to my experience at the Deaf People of Color Conference, I realized not many Students of Color (SOC) have exposure to Deaf individuals and sign language interpreters who identify like them. 

Lack of Support and Encouragement

Support can come in different shapes and forms. Our research revealed that SOC who were successful in their interpreter training programs had a great deal of social capital. For SOC, social capital includes various resources and support from the community that supports an individual’s growth as an interpreter. This includes support from ASL educators, hearing and Deaf interpreters, mentors, support from interpreting and D/deaf organizations, and even support from family, peers, friends to pursue sign language interpreting as a career. In order to get a better understanding of support in the classroom, I asked a colleague who recently graduated from an IEP. 

My first colleague, a cisgender Haitian-American man, shared:

I got support from a few students in my school’s program. I had one particular classmate who became like a brother to me. I knew I could depend on him for support at any time of [the] day if I needed. I definitely could not depend on my department to provide the support I needed because a lot of the time I was there as a token. Luckily, we [had] gatherings with all the students of color each semester to vent in a safe space about our issues or just to hang out and be ourselves.

If students feel they are unable to get support from within the department, they find support in other ways. Additionally, providing a space for SOC to gather provides them opportunities to connect and develop their own support systems. Study participants who did not apply or were not accepted into the interpreting program reported that they did not have strong social capital.

Pathways to Mentorship and Guidance

Even with the lack of information and support provided for SOC, students who succeeded found pathways to mentorship and guidance. We found that students who experienced the most success developed connections with unofficial mentors prior to attending. One research participant, a cisgender female Latino and queer-identifying student shared, “My high school ASL teacher was Latino and queer. He had the same identities as me. He told me about CSUN and encouraged me to be an interpreter.” In this case, intersectionality comes into play as the student identifies with their teacher racially and with another identity (i.e., language, sexual orientation, and gender). In situations like this, sharing two or more similar identities allows for stronger connections and more support. As a Trans POC, it was most difficult for me to find an LGBTQ POC in order to have those conversations. Once I did, I had deep conversations about how to navigate the field with my intersections, particularly when my race, gender, and sexual orientation are opposite from the main narrative.  

While some students had mentors whom they identified as white, some students shared they realized certain conversations and topics were more difficult to discuss with white mentors.  Especially, when talking about challenges in regards to race, culture, appearance (i.e., hair and best clothing), and microaggressions. Students did not feel comfortable with sharing those topics with white mentors. My first colleague shared:

I remember I asked another assigned mentor, who was a white cisgender male, his opinion of my hair. Once my question came out of my mouth, I realized that there could be so many things that could come out wrong with his answer. Fortunately, his response was appropriate, but I would have liked to have that conversation [about my hair] with people in my own community.

These stories do not necessarily mean mentors who are white are not a good match for SOC but indicate that students may feel more comfortable having conversations about their experience of race and culture with IOC. 

Another common trend identified was students reaching out to IOC outside of their program during their course of study. Often there are only a few SOC and Faculty of Color around the department for SOC to reach out for support. For example, my second colleague, a cisgender Filipino queer female shared:

Some of the support outside of the program was from different interpreters of color encouraging me to continue my journey and not to easily give up because of the overwhelming appearance of our demographic being outnumbered by the dominant non-POC interpreters. 

As we look at the current Registry of Interpreter for the Deaf (RID) statistics, this is not surprising. A recent number shows that 86% of certified interpreters identify as Euro-American/White interpreters (RID Annual 2016 Report). Sharing a cultural background or lived experiences can be a catalyst for a deeper connection and trust between mentor and student, which increases performance and motivation. In our research, the evidence seems to indicate that students who pursued sign language interpreting felt more comfortable and persisted because of the connections and mentorship relationships they had built before and during the program.

Conclusion 

It is our collective responsibility to incorporate more diversity and support for Students of Color as they explore fields related to sign language interpreting and the Deaf Community. Whether one is creating online space for students of color and alumni of a program to connect and share resources or hosting gatherings for Students/Interpreters and Transliterators of Color, or connecting with local Deaf People of Color organizations, there is much that can be accomplished. As stakeholders, educators, sign language interpreting agencies, seasoned and newer interpreters, know that you can be an agent of change. Supporting one another allows us to do better work and allows our consumers to receive the best possible services.

In order to continue this discussion, here are some questions to consider:  

  1. How do Interpreting Training Programs support Heritage Signers of color, Deaf Interpreters of color, Trilingual students of color?
  2. How do we lessen the feelings of ‘tokenism’ when there are a small number of students of color in a program?  
  3. How do we create authentic spaces in our IEP’s that allow all students to feel authentic and valued? 
  4. How do we become more intentional about matching mentors with students of color? If we don’t have access to interpreters of color, what ways are we providing professional information and mentors that allow them to build connections with seasoned interpreters of color? 
  5. When seeking to open student’s minds, how do we incorporate conversation of power, privilege, and oppression to dismantle structures of knowledge?

References

Nakahara, C. (2016). “Expanding the collective narrative: Exploring the experiences of American Sign Language/English Interpreters of Asian Heritage.” [Dissertation]  

National Association of the Deaf – NAD Facebook Live  (July 8th, 2016). #NADYAP Final Round #NAD2016 Conference. Retrieved from https://www.facebook.com/NAD1880/videos/10154281217063810/

Registry of Interpreter for the Deaf (RID). (2016). 2016 Annual report change. Renewal, Recovery. Retrieved from http://rid.org/2016-annual-report/

West Oyedele, E. (2015)., “Persistence of African-American/Black signed language interpreters in the United States: The importance of culture and capital” [Dissertation].

Other Contributors to this Series:

Dr. Lissa D. Ramirez-Stapleton

Lissa D. Ramirez-Stapleton is an associate professor at California State University Northridge in the Department of Deaf Studies and core faculty for the Educational Leadership and Policy Studies program. Her research focuses on equity and access, identity development, and the educational history of Deaf students, faculty, and staff with a particular interest in the intersections of race, gender, and disability. www.drlissad.com

Dr. Will Garrow

Will Garrow, Ph.D. (pronouns: he/him/his) is from upstate New York, where he was first introduced to the Deaf Community through his career as a professional snowboarder. All of his degrees are from Gallaudet University with a Bachelor of Arts in Deaf Studies, a Master of Arts in Linguistics, and a doctorate in Linguistics. As a faculty member at California State University, Northridge, his teaching mainly focuses on how oppression works in American society, Deaf Culture, and ASL Linguistics.  When Will is not teaching, he can be found either on the snow in the mountains or splatting balls in the racquetball court. 

Jasmine Solis

Jasmine Solis (pronouns: she/her/hers), originally from Orange County California, received her B.A. in Deaf Studies with a concentration in Interpreting from California State University, Northridge (CSUN). As a recipient of the CSUN Presidential Scholarship, Jasmine completed her research unpacking confidence levels and anxiety amongst Students of Color who are currently or planning to pursue interpreting. Now as the full-time Academic Advisor for the Deaf Studies Department at CSUN, Jasmine hopes to continue supporting and encouraging students to reach their career goals.

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Missing Narratives in Interpreting and Interpreter Education

Erica West Oyedele at StreetLeverage - X

Erica West Oyedele presented Missing Narratives in Interpreting and Interpreter Education at StreetLeverage – X | RID Conference 2015.  Her presentation explores the lack of diversity within the predominantly White, female field of sign language interpreting and provides a call to action for potential allies.

You can find the PPT deck for her presentation here.

[Note from StreetLeverage: What follows is an English rendition of Erica’s talk from StreetLeverage – X | RID Conference 2015.  We would encourage each of you to watch the video and access Erica’s talk directly.]

Missing Narratives in Interpreting and Interpreter Education

Thank you, StreetLeverage, for giving me the opportunity to be here with all of you. This presentation is based on the research I conducted during graduate school that looked into the experiences of African American/Black interpreters, and took into consideration African American/Black Deaf consumers and their experiences with interpreting services. However, my comments today are not just for them. Rather, they are for all of you. Additionally, it is important for me to thank all of the interpreters of color and all of the Deaf people of color who participated in my research study.

Today I want to talk with you about the narratives that I believe are missing from the field of interpreting and interpreter education. Initially, I planned to show a slide that included the demographics of the field of interpreting. Two days ago, I changed that slide because every day this week there has been a presentation that has shown us the demographics of the RID membership. Hopefully, you’ve paid attention as those numbers have been presented. If you were paying attention to the statistics, then you know that approximately 88% of the RID membership is made up of White interpreters. Therefore, the remaining 12% of RID’s membership are interpreters of color. This slide is a representation of our 12%.

ITOC forum 2015
Photo by Bill Millios

If you attended the ITOC (Interpreters and Transliterators of Color) Member Section forum, then you also would have seen as a part of the presentation a slideshow of various interpreters of color. We make up a diverse population. We are from a wide range of backgrounds. We are hearing, Deaf, straight, gay, lesbian, Codas, and so much more. For interpreters of color in our organization there is a wealth of diversity beyond race.

As I mentioned, we’ve already seen the numbers presented to us throughout the conference so that will not be the focus of this presentation. To be quite honest, for those of you who have seen those numbers presented (88% White interpreters and 12% interpreters of color) and responded with surprise, I ask, why? I can tell you that these numbers are of no surprise to the 12% of interpreters of color within RID. The numbers have been the same for many years! Of course there is some small fluctuation in these numbers from year to year, but the percentages have been consistent. So instead of talking again about the numbers, let’s talk about the impact of these numbers. The impact to interpreters of color, consumers of color, and the impact to all of you, our White allies. You notice that it is my hope that you will become our allies.

True Story

I want to begin with a story. This story comes from one interpreter who participated in my research study. I have to warn you that this story contains language that will be uncomfortable for you and that’s okay! When you start to notice your own discomfort, breathe in, and then analyze the source of your discomfort. Then we’ll discuss some more.

 

True Story - Erica West Oyedele Presentation at StreetLeverage - XOne of the reasons we are challenged to engage in these types of discussions is because of the fear we hold around this type of topic. I want to let you know that the fear I am referring to extends to me too. Again, that is normal. Right now, my fear has to do with how I will be perceived by my colleagues as a hearing interpreter of color, who has just been sworn in to the RID board. All of those thoughts I recognize right now are a part of who I am. Furthermore, this topic is not easy, yet it is easy for me to become a target when bringing forward this type of discussion. I’ve made the decision that the discussion is important enough that it needs to be addressed.

When you read this story, I want you to recognize that this is the experience of interpreters of color. Although this particular story took place after the interpreter had completed their work, we have to acknowledge that interpreters of color confront systems of oppression before, after, and during their work. What is most unfortunate is that while they are working they often face this discrimination from consumers and colleagues alike. That is the impact of the numbers we have seen but that we have failed to discuss. Perhaps if we have these candid discussions we might come to a place where we would see the number of interpreters of color rise.

When I look at this story, I also recognize the interpreter’s emotional response. Again, it is a normal emotional response, yet I am personally often aware of not wanting to be labeled as the angry (fill in the blank) person: the angry Black person, Deaf person…the angry something! But if we look at what happened, you notice that the interpreter experienced a range of emotions that included confusion and fear, in addition to anger. This is because having to confront systems of oppression becomes an additional demand for interpreters of color. When I speak of demands I am referring to the Demand-Control Schema as presented by Dean and Pollard. Taking into consideration their theory, I think it’s fair to say that interpreters of color have additional demands they have to confront when they go to work. Why isn’t this discussion taking place in interpreter education programs and in workshops in our field? If we truly want to see an increase in the number (or percentage)  of interpreters of color, we need to consider what doable actions we might take to acknowledge this reality in our field.

Why Should You Care?

My aim is not for you to read this story and then leave here today feeling sorry for interpreters of color. We don’t want your pity. We want action. Because these stories are not shared in workshops, and because these stories are not shared in interpreter education programs, interpreters of color are not being prepared for the field of interpreting that they will actually face. It also means that the 88% of White interpreters are not learning how to become allies.

Impacts of Power and Privilege

Colleagues

Are interpreters of color really being prepared for the field of interpreting? Are White interpreters prepared to work with us as allies? I don’t know. I think we would be more prepared if we figured out ways to work together. We have to acknowledge the impacts of power, privilege and oppression within this field. The number of African American/Black study participants in my research was 116. 72% shared that they experienced overt acts of discrimination and oppression while they were working. I am no longer talking about before or after work. The majority of Black interpreters experienced oppression from consumers and colleagues at some point while they were working.

Consumers

Participants in the Black Deaf focus group that I conducted also shared their concerns regarding the field of interpreting. We have long discussed in this field the relationship between language and culture. We have acknowledged that for a complete understanding of language to be present, we must first understand the underlying influences of culture. This is not a new discussion for us. Yet, most of the Black Deaf participants in my focus group felt that interpreters did not have an understanding of their culture. Let’s consider what that means for consumers of color. It means they are working overtime to assimilate to the needs of interpreters, instead of interpreters working to accommodate their needs. Interestingly, for the Black Deaf focus group in particular, they overwhelmingly shared that they felt a sense of relief when they had access to interpreters of color. They felt understood.  They perceived interpreters of color to be both linguistically and culturally competent. I of course followed up by asking how often they had access to interpreters of color. Every Black Deaf focus group participant said that it was rare for them to have access to interpreters of color.

Mentors/Educators

For those of you who are mentors or educators in this field, the majority of interpreters in my study (around 63%) felt that their mentors and educators were ineffective when it came to discussing multicultural issues or addressing issues of cultural competency. 86 of the participants who were in my study completed a formal interpreter education program. So again, 63% to 64% felt that their instructors were ineffective at addressing issues of multiculturalism or cultural competency. An additional 14% stated that they could not respond to my question because there was no discussion of multiculturalism or cultural competency in their programs at all. Frequently, research participants shared that when discussions of multiculturalism or cultural competency took place, those discussions were limited to Deaf and hearing cultures only. They addressed a Deaf-hearing binary that oversimplifies the two cultural groups, because we know that Deaf and hearing individuals come from a multitude of diverse backgrounds. People of color can be trilingual interpreters, they can be Codas, etc. They have a whole host of identities beyond being hearing or Deaf that impact who they are. That is intersectionality. So when we are not discussing culture beyond the Deaf and hearing binary, we are marginalizing the communities that we serve, we are dismissing who they are, and we are not doing good work.

What Can You Do?

So, perhaps we can’t stop situations like the one I shared with you at the beginning of this talk with the interpreter of color who was innocently walking to her car and confronted discrimination. There is no expectation that we will change the system overnight. But we can start with ourselves. We can start at home!

Allyship Skills

This message is for all of you, the 88%. Develop your allyship skills. Often we use the word ally as a badge, as though it is who we are. I mentioned briefly during the community forum a few nights back a range of different skillsets for allies. On one side, we have avoidance. That’s a skill. You can see oppression happening around you and choose to do nothing. On the other side, we have allyship, which means actively doing anti-oppression work.

Build Cultural Competence

Develop your cultural competence. I realize many people don’t know what that means. I’ve seen many different frameworks that help to describe cultural competency. I have not included that information in this presentation for the sake of time but if you contact me, I am happy to share resources with you. The point is, if you are working with interpreters of color, think about how you are going to connect those interpreters with communities of color. If you are an educator and you are working with interpreters of color, what types of resources are you utilizing in your interpreting program? There are resources out there for you. Are you utilizing the NMIP (National Multicultural Interpreter Project) curriculum to supplement your instruction and as a part of your mentoring resources?  

The NCIEC (National Consortium of Interpreter Education Centers) recently released their social justice module for infusion within interpreter preparation programs. Are you incorporating those messages into your curriculum? When you require students to read articles or books, who are the authors? When you invite people of color to come to your classes and workshops to present, do you invite them to discuss race only or do you invite them to talk about the whole of their experiences and who they are? When you extend invitations to people of color, and you only ask them to talk about race, that looks like tokenism to me.

Invest in Social Capital

My closing comment is this.  Invest in social capital for interpreters of color. In short, social capital is a term used to describe the quality of relationships people have within a particular group. If you have good, strong, relationships, and you have a large network within your community to interact with, then your social capital is strong. However, if your relationship ties are weak or your network is small, then your social capital is weak. So in your interpreting programs and in the workshops you teach, when you name RID or NAD, make sure you also name NAOBI, name Mano a Mano, name NBDA, name the Asian Deaf Congress, and the many other organizations of color that are out there. Connect interpreters of color with organizations and communities of color, and while you’re at it, check these organizations out for yourself, too. That is a way for you, the 88%, to partner with us.

Thank you.

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Overcoming Challenges as a Sign Language Interpreter of Color

Overcoming Challenges as a Sign Language Interpreter of Color

Sign language interpreters bring a variety of personal and professional experiences to the field. Sherry Smith explores the unique challenges and contributions of interpreters of color.

At times we may question whether our peers value what we bring to the sign language interpreting profession. Regardless of our confidence level about what we bring, I believe we would likely agree that it is a diversity of backgrounds that makes the tapestry of the sign language interpreting profession so beautiful.

On my road to becoming a sign language interpreter, I, like you, have had my share of unique challenges, and struggles. You see, my race and my beliefs position me in the minority. This has brought along challenges that I have had to overcome.

Where We Come From

Growing up on the Southside of Chicago with gangs, drugs, crime, and the fast pace of city life was not easy. It taught me to speak up for myself, not to be intimidated, and not to be afraid to travel alone. These lessons helped me have the courage to explain my beliefs at an early age and why I would not join certain events or activities.

As a young person, I devoted a lot of time each month to a volunteer ministry in my community. My volunteer work helped me keep a positive attitude amidst the struggles of living in a difficult environment.

Volunteering and learning from trials since childhood has helped my work as a sign language interpreter. As a result of these experiences, I am better equipped to advocate for appropriate assignment conditions for my consumers and for myself. I have also been able to help Deaf friends and consumers see the need to advocate for themselves.

Adapting to New Environments

As a person regularly in the minority, I have learned to adapt to environments very different from the ones I grew up in. For instance, working from time to time in different educational settings, I have learned that struggles may vary from city to city or town to town. One thing remains the same in that Deaf students need and deserve proper interpreting services. Whether I work in an inner city school, or a small neighborhood school, as an interpreter, I must overcome myself and deliver the services my consumers need.

We Want to Relate

Sometimes, when among other sign language interpreters, I have felt my race and background have prevented me from “fitting in.” There was a time when I preferred to accept assignments that allowed me to work around other interpreters of color. The ability to relate to their struggle gave me a similar feeling to being back in the environment I grew up in. I have learned through the years though, that even if my background is different, I can still learn and benefit from the experiences of others. Furthermore, they can benefit from my experiences as well.

A Struggle is a Struggle

I recently had the privilege of teaming with an interpreter whose race and background is quite different from mine. We were able to support each other in our work and in our ethical responsibilities. We discussed the various struggles we have each been through and even though they are different, a struggle is still a struggle. Hearing how she was able to overcome her struggles encouraged me. I realize that regardless of our skin tone, where we grew up, or our convictions, we may all have felt like we were in the minority at certain points in our sign language interpreting journey.

We should never assume that someone won’t be able to relate to us just because their skin tone is different. We likely have more in common than we realize.

Recognizing One’s Limitations

Through the years, I have had to recognize and accept my own limitations. Personal experiences, tragedies, morals, and beliefs have influenced my choice of interpreting assignments. Regardless of our skills, training, or experience, we must know and respect these personal limitations.

An example of a tragedy I have had to overcome is the murder of a childhood friend. I found myself tensing up in certain environments while on the job. During an interpreting assignment, I even had a flashback of sad memories because of a topic that reminded me of this tragedy. I have had to learn to avoid certain assignments as they sometimes prove too emotionally taxing for me.

Find Advice

The advice of others has helped me to cope with my limitations. At one point, I was living in an area where I felt isolated from other interpreters of color. I also felt misjudged because of my beliefs. In signing up to work with a local agency, one of the owners made an unprofessional comment to me because of my religion. In fact, on my initial interview, one of the owners brought up religion and wanted to know what my faith was. As a result of feeling uncomfortable working with that agency, I would drive to the closest big city to work around other interpreters of color. Clearly, this decision only held me back from working closer to my home. Not to mention that I was overextending myself.

During this difficult period, I received pointed advice from a sign language interpreter who did not know me well. We had a brief conversation in which her advice helped me to realize that I should not limit myself unnecessarily. I have since learned to overcome hurt feelings. There may be times when unprofessional comments are made. I should not allow them to hold me back from success.

Benefiting from Differences

Even though my background is different from many sign language interpreters, I have learned that my background can provide a benefit to them. As sign language interpreters, we benefit the profession when we encourage one another with candid expressions of how we have succeeded in spite of our trials and challenges.

We may at times feel uncomfortable as a result of our inability to directly relate to a person or environment. During these moments, we must have the confidence to believe our experience is worthy of contribution. After all, it is our personal trials that make us who we are.

In an eBook I have written, Diary of a Happy Black Sign Language Interpreter, I share with my readers embarrassing moments, hard times, and times of success. I hope it can be a benefit to all of you and leave you with a positive feeling inside.

An excerpt from Chapter 5 is offered for your enjoyment below:

V.  Woulda, Coulda, Shoulda….How About Now?

No one can change the past. What we do with our past experiences can be very helpful though! Consider my certification journey.  For a while, I became sullen and unmotivated about pursuing my National Interpreter Certification. I passed my NIC written exam in the winter of 2007. Before I relocated to Texas, I rushed to take the performance test. Big mistake! I was not ready and I failed.

Remember that video relay company? Less than two years after my first experience with them, I decided to reapply but not at the same center. I wanted to relocate to a warmer area of the United States for a while. I applied and flew down for an interview in Texas. I did not want to tell the director in Texas of my past experience with the company, but I realized that as soon as they looked up my social security number, they would see that I was a past employee.

I opened up and told of my past experience with the company. The director proceeded to evaluate me again. After watching me evaluate, he said that he did not know what to do with me. He expressed that he couldn’t believe I traveled there for that. I remember thinking that I hope that was a compliment! It was! He proceeded to tell me that he didn’t know if he should hire me into the special training program again, or just hire me directly as a Video Relay Interpreter. He spoke to other directors, and in a short time, I had my answer! I was officially hired as a VRI!

You can find the book and author spotlight here.