American Sign Language Educators’ Perceptions of Incorporating Multicultural Content in U.S. Higher Education Classrooms

American Sign Language (ASL) courses in U.S. higher education often inadequately incorporate multicultural content, with many educators lacking knowledge of multiculturalism and relevant cultural resources. The purpose of this study was the exploration of ASL educators' perspectives on the incorporation of multicultural content in ASL classrooms and the identified barriers to doing so. The multilevel inclusion framework and the integrated framework for a culture of diversity offered a conceptual lens for the study. For this basic qualitative design, semistructured interviews were conducted with 11 ASL educators with at least 3 years of experience. In the reflexive thematic analysis of the data, key themes that were identified included the importance of empowering individual identities through diversity and inclusivity in ASL education; enhancing effective communication and inclusive learning through interpersonal practices; integrating multicultural content to shape group norms and behaviors; the role of transformative leadership in fostering multicultural curricula; and the need for improved organizational expectations regarding diversity, equity, and inclusion. The study results also highlighted the benefits of incorporating multicultural content for societal integration of the Deaf community, alongside the barriers faced in this endeavor. Recommendations include targeted professional development, curriculum reevaluation, and solicitation of educator feedback. The study results highlighted the importance of driving positive social change by addressing and dismantling barriers within the Deaf community. By fostering cultural awareness and empowering students to become advocates for marginalized groups, we can create a more inclusive and equitable society that benefits both students and the broader Deaf community.