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."
Why did the U.S. vice president write a letter of support for the DPN movement?
The U.S. president signs the diplomas of Gallaudet University graduates.
The letter from the U.S. Vice President underscored the importance of Gallaudet University as a leading institution for deaf education and its symbolic connection to presidential support, as evidenced by the tradition of diplomas being signed by the U.S. President. This indicates a recognition of the significance of appointing a deaf president to reflect and honor the identity and capabilities of the deaf community.
While the students' speeches were a crucial part of the movement, they did not directly influence the Vice President's letter. His support stemmed more from the broader implications of leadership representation for the deaf community rather than the specifics of the students' speeches.
This choice is incorrect as it inaccurately suggests the Vice President's personal connection to Gallaudet University. The Vice President's support was based on the values of representation and advocacy for the deaf community, not on his educational background.
Although the closed-door discussion did increase tensions and dissatisfaction among students, it was not the reason for the Vice President's letter of support. The focus of the Vice President's letter was on the need for a deaf president and the broader implications for representation, rather than the immediate events of the protests.
The Vice President's letter of support for the Deaf President Now movement highlights the importance of leadership representation in institutions that serve specific communities. By emphasizing the tradition of presidential endorsement through diploma signing, the Vice President recognized the need for a deaf leader to guide Gallaudet University, reflecting the capabilities and rights of the deaf community in higher education. This movement marked a pivotal moment in advocating for deaf representation and rights.
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