Date of Award
Master of Arts in Interpreting Studies and Communication Equity
ASL & Interpreting
ASL and Interpreting
Research of higher education has found that disabled faculty and students are often categorized by their disability, while other aspects of their identity are forgotten, misunderstood, and invalidated. When considering policy making in higher education, these individuals are infrequently invited to conversations of policy making and systemic decision making. With a feminist theoretical framework, this study examines the interpreting policy at St. Catherine University through the lens of stakeholder experience and perspective. Data was collected from participants through a survey and virtual interviews. Knowledge was found as an underlying connection between the five narrative themes: familiarity with interpreting policy, discrepancies of experience v. procedure, positive perspectives of change, communication concerns, and disempowerment. It is eventually suggested that the information lacking in policy corresponds almost entirely with what is lacking in stakeholder knowledge and understanding. This study ends with a call for explicit stakeholder involvement in policy creation and maintenance.
Heyl, Josephine E.. (2021). An Exploration of Perspectives: An Institutional Ethnography of the Interpreting Policy at St. Catherine University. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maisce/39