The Deaf President Now (DPN) movement marked a growing shift in perceptions of deaf people.
Gallaudet University, in Washington D.C., was established as a school for deaf students. The founder convinced Congress to fund the school, and it eventually became an institution for higher learning. In a nod of support, U.S. President Ulysses S. Grant signed the Gallaudet diplomas. Future presidents continued the tradition, so all Gallaudet graduates receive diplomas signed by the U.S. President.
Gallaudet University grew as a center for deaf education and advocacy. In 1988, Gallaudet University was selecting a new university president. The board of trustees had well-qualified candidates, and all but one was deaf. On a Sunday, the board hastily announced they had selected the sole hearing candidate.
The reaction on campus was outrage. Students congregated to protest. Crowds marched to the meeting location and demanded an explanation. Through the closed-door discussion with protest leaders, a trustee created more discontent. He allegedly stated, "Deaf people are not able to function in a hearing world."
Throughout the week, there were more speeches and rallies. A media blitz spread the news globally. Students did not attend class to express their anger. Protest leaders formalized their demands, including a deaf president, the offending trustee must resign, the board of trustees must have 51% deaf leadership, and no reprisals against participants.
Support flowed in from across the world. The U.S. Vice President wrote, "Gallaudet has a responsibility to set an example and thus to appoint a president who is not only highly qualified, but who is also deaf."
Which of the following is irrelevant information when summarizing the passage?
Students wore buttons that read 3%.
This detail does not contribute to the core narrative of the Deaf President Now movement or its significance, as it does not provide context for the protests or the broader implications of the events at Gallaudet University.
This information is crucial as it sets off the chain of events that led to the protests. The selection of a hearing candidate over qualified deaf candidates highlights the underlying issues of representation and discrimination that fueled the DPN movement.
While the duration of the protests is mentioned, it is relevant because it indicates the intensity and urgency of student responses to the board's decision. Understanding the time frame helps to frame the movement's impact and the collective mobilization of the student body.
This statement is relevant to summarizing the outcome of the protest. It highlights the success of the movement and underscores the significance of the demands made by the students, illustrating the eventual recognition of the need for deaf leadership at Gallaudet.
In summarizing the Deaf President Now movement, it is essential to focus on the key events and outcomes that shaped this historic protest. The selection of a hearing candidate, the urgent nature of the protests, and the fulfillment of the demands all provide critical context. However, the detail about students wearing buttons that read 3% does not enhance understanding of the movement's significance or its implications for deaf representation and advocacy.
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