The Ascendant Tenth: Role of Identity Development and Leadership Excellence in 21st Century

Written by Christopher D. Johnson

For over 40 years, and approaching two centuries ago, the education of Deaf individuals has been at the center of solution-based discussions among educators, co-aspirators, linguistic researchers, and policymakers. In the Era of Access, collective efforts toward digital corpus development, technology integration, and inclusive learning frameworks have improved comprehension and accessibility for diverse learners. However, while mainstream educational systems continue debating between full inclusion in general education and Deaf residential institutions, the intersection of cooperative education (co-op) with Deaf learning remains largely underexplored.

This article examines the “opportunity gap” (Scyster, 2021) within cooperative education as a transformative mechanism for expanding access to needs-based programs, self-advocacy, and leadership for students from PK-12 through postsecondary education. By embedding the dimensions of inclusive excellence and principles of disability justice into curricula and career pathways, institutions can create equitable practices in student career fairs and co-op interview opportunities through trusted corporate partners. These initiatives serve as key tools for dismantling systemic barriers, transforming traditional leadership mindsets, and imbuing The Echoing Hands – a proposed model bridging the ideologies of The Talented Tenth and Black Deaf Gain in the 21st century – with a foundation of Black Deaf cultural wealth, Afrofuturism, intersectionality, and collective empowerment among co-aspirators.

Intersectional Accessibility and Accommodations in Experiential Learning

A critical component of Deaf student success is the implementation of a wide array of accommodations in both academic and workplace environments. Colleges and universities must provide essential resources, including:

• Culturally relevant American Sign Language (ASL) interpreters and hybrid captioning services for improved comprehension;

• Note-taking services and assistive listening devices to enhance classroom engagement without stigmatization; and,

• Mentorship programs that foster accountability and ongoing career development.

These resources enable Deaf students to fully engage with culturally relevant ASL interpreters and classmates, participate in intellectual discourse, and navigate identity development through experiential learning programs such as co-op placements – without encountering additional barriers. Research highlights that when institutional leaders adopt multi-tiered support systems i.e. Individualized Education Programs (IEPs) and the Least Restrictive Environment (LRE) principle to allow Deaf students experience greater academic achievement and social integration (Alsalem & Alzahrani, 2023).

However, systemic barriers persist in the 21st Century. Section 504 of the Rehabilitation Act of 1973 mandates that public institutions provide reasonable accommodations to ensure equitable access to education for all students (Turnbull et al., 2022). Yet, as Dolmage (2017) critiques where “For most students who seek accommodations for our classes, they aren’t allowed to know what the actual range of accommodations might be” (p. 24). This lack of transparency, particularly within co-op programs and industry partnerships, creates additional challenges for Deaf students, who must navigate bureaucratic obstacles to secure workplace accommodations.

Collective Vision for Black Deaf Excellence

The Talented Tenth, originally coined by W.E.B. Du Bois, promoted the idea that a small group of educated Black elites would lead the race toward equality and success (Du Bois, 1903). While influential, this model faced criticism for its elitism, overemphasis on formal education, and potential disconnect from the broader Black community (Gates, 1997). Critics such as Booker T. Washington and Marcus Garvey instead championed vocational training, economic independence, and grassroots activism (Washington, 1901; Garvey, 1923).

Within the Black Deaf community, this framework presents additional challenges. Historically, mainstream definitions of excellence have privileged oralism and assimilationist models of academic success, marginalizing Deaf epistemologies and linguistic diversity (Ladd, 2003). Black Deaf Gain, a term reframed by Moges (2021), shifts the narrative from deficit-based perspectives to one that recognizes the cultural and intellectual wealth of Black Deaf individuals (Bauman & Murray, 2014). As Fuller (2023) asserts, “The lack of acknowledgment of the value of the Black perspective and Black impact is pervasive throughout elite higher education spaces” (p. 121). This erasure is further compounded for Black Deaf individuals, who must navigate behind the veil of double consciousness – contending with both anti-Blackness and ableism in academic and professional settings.

A reimagined Talented Tenth for the Black Deaf community, which I term The Echoing Hands in the 21st Century, shifts the focus from individual achievement to community-based empowerment. Inspired by Freire’s (1970) model of liberatory education, this framework positions Black Deaf scholars, activists, and educators as co-creators of knowledge, rather than passive recipients of Eurocentric academic norms.

Era of Eugenics and Access in PK-12 and Higher Education

Black Deaf students face compounded challenges in PK-12 education due to the intersectionality of race and deafness. Wendy Brown (2015) outlined the evolving role of higher education, stating:

• The first phase focused on “developing intelligent, thoughtful elites and reproducing culture;”

• The second phase prioritized equal opportunity and cultivating an educated citizenry; and

• The third and current phase commodifies education, prioritizing human capital over humanist values (Dolmage, 2017, p. 27).

Within mainstream settings, Deaf programs provide spaces where students can:

• Communicate freely in ASL and spoken language.

• Engage with diverse Deaf role models.

• Participate in cultural activities that affirm Deaf identity (McDermid, 2020).

However, racial disparities in academic achievement persist. Between 2008 and 2018, high school completion rates for Black Deaf students increased from 72% to 81%, yet only 14% graduated with a diploma, while 86% received a certificate of completion, limiting their access to higher education and competitive careers (National Deaf Center, 2022).

One solution is the integration of junior co-op and work-based learning (WBL) programs, which expose Deaf students to career pathways early in their education. Akilah English (2024), a Black Deaf scholar, has consistently encouraged teachers and administrators to attend professional development focused on cultural competence and the unique dynamics of Black Deaf culture. Incorporating Black Studies into K-12 Deaf education is pivotal for fostering a sense of identity and belonging among Black Deaf students.

From my experience, residential schools such as California School for the Deaf – Fremont, Maryland School for the Deaf – Frederick, Indiana School for the Deaf, Tennessee School for the Deaf – Knoxville, and Model Secondary School for the Deaf (MSSD) in Washington, D.C. have successfully implemented career exploration, job shadowing, and leadership training through partnerships with Gallaudet University, federal agencies, and Deaf-owned businesses within the Deaf Ecosystem. These initiatives provide Black Deaf students with critical access to career mentorship, economic empowerment, and leadership development, addressing systemic barriers that have historically excluded them from equitable career opportunities.

A Call to Action for Inclusive Cooperative Education

Deaf students thrive in environments that integrate comprehensive Deaf programs, equitable accommodations, and career-focused experiential learning opportunities. However, for Black Deaf students, the intersection of racial and linguistic identity necessitates intentional investments in inclusive cooperative education. Mainstream schools and universities must expand co-op accessibility, strengthen Black Deaf mentorship networks, and institutionalize culturally and linguistically inclusive career services to ensure that Black Deaf students have equitable pathways to success in the everchanging society. Without these structural changes, traditional cooperative education models will continue to exclude and marginalize Black Deaf scholars, limiting their professional growth and leadership opportunities.

By embedding cooperative education within broader frameworks of inclusive excellence, higher education can foster Black Deaf leadership, dismantle systemic barriers, and redefine success beyond Eurocentric traditions. The Echoing Hands is not just a vision – it is a call to action. Through inclusive cooperative education, we can position Black Deaf scholars, professionals, and leaders at the center of 21st-century innovation, ensuring that their contributions are valued, amplified, and sustained in both academic and professional spaces.

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