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California State University Queer Transgender Deaf People of Color Questions

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WHERE ARE MY PEOPLE? THE CASE FOR CULTURALLY COMPETENT INTERPRETERS MJ Jones Gallaudet University Journal Committed to Social Change on Race and Ethnicity Volume 6, Issue 1 | 2020 Copyright and Open Access © 2020 MJ Jones This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Permission of the authors is required for distribution and for all derivative works, including compilations and translations. Quoting small sections of text is allowed as long as there is appropriate attribution and the article is used for non-commercial purposes. The Journal Committed to Social Change on Race and Ethnicity (ISSN 2642-2387) is published by the National Conference on Race and Ethnicity (NCORE), a production of the University of Oklahoma, in partnership with the University of Oklahoma Libraries. Journal Committed to Social Change on Race and Ethnicity | Volume 6, Issue 1 | 2020 Where are My People? The Case for Culturally Competent Interpreters MJ Jones Gallaudet University Through participation in LGBTQI conferences, one can gain political knowledge, leadership skills, professional networking opportunities, and personal development experiences. These opportunities become more complex to navigate for Deaf individuals who hold other marginalized identities, such as those who identify as Queer Trans Deaf People of Color (QTDPOC). By applying Disability Justice Principles, interpreters must highlight and uplift the experiences of QTDPOC and increase their cultural competency so that no one is left behind (Berne et al., 2018). This study seeks to answer the question: How does the presence of interpreters who do not identify as Queer and Transgender Interpreters of Color (non-QTIOC) influence the experiences and the expressions of QTDPOC in LGBTQI spaces? Embedded within queer phenomenology analysis, the research acknowledges the dearth of Queer and Transgender Interpreters of Color (QTIOC) and explores the lack of LGBTQI content in American Sign Language (ASL) interpreting education programs (IEP) and its inherent impact on the experiences of QTDPOC. This paper aims to encourage interpreters, students, and the interpreting field as a whole to increase efforts to acknowledge, be intentional, and hold themselves and others accountable in and beyond their scope of work. Through professional and personal development opportunities (e.g. study abroad, leadership, conferences, events) one can gain experience with and exposure to sociopolitical movements and grassroot community organizing. For instance, social justice within Lesbian, Gay Bisexual Transgender Queer and Intersex1 (LGBTQI) communities occurs in spaces like support groups, conferences, forums, and much more. Through participation in LGBTQI conferences, one can gain political knowledge, leadership skills, professional networking opportunities, and personal development 1 While not all letters of the acronym are not listed, this paper utilizes LGBTQI to refer to individuals who identify as such, gender variant or not as cisgender heterosexual individuals. Additionally, I want to acknowledge and uplift queer communities of color who may not use the acronyms because they are English based, and they may utilize terms in different languages that are ethically and culture specific. 103 Journal Committed to Social Change on Race and Ethnicity | Volume 6, Issue 1 | 2020 experiences. For individuals who identify as Deaf2 and utilize sign language interpreters in these spaces, having an LGBTQI culturally competent interpreter is critical. This dynamic becomes even more complex for Deaf individuals who hold other marginalized identities, such as those who identify as Deaf and as a Person of Color (POC), when navigating these spaces. According to the Registry of Interpreters for the Deaf (RID), 86% of interpreters who hold RID memberships are white females (RID, 2018). In a similar note, there is not any organization or entity that counts the number of interpreting Students of Color enrolled in Interpreting Training Programs. Inherently, the low number of Interpreters of Color (IOC) is a contributing factor for the types of interpreters that are assigned to LGBTQI conferences. Improving our understanding of LGBTQI
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