About these images


Log in is required on this site ONLY to join an ASA member community group and contribute to the community blogs.

Create an account

Reset your password


Register here for the annual meeting and to begin or renew an ASA membership

Register here to submit a proposal through the ASA's 2015 submission site. (Current members only).

Access your ASA membership account at JHU Press including online access to American Quarterly and the Encyclopedia of American Studies Online. Forgot your membership account password

Create an account to join an ASA community. Only current ASA members may contribute to the community blogs. Registration is not required to submit display or text ads or news and events or to view many pages. We will refuse posts that are not of professional interest to ASA members.

Click here for membership FAQ's


Feb. 1 | CFP 2015 Annual Meeting
Click here. The submission site will automatically shut down at 11:59 PM (Pacific) on February 1, 2015.

Mar. 1 | Vote in the 2015 ASA Election
All votes must be cast by 11:59pm EST on March 01, 2015

Mar. 1 | 2015 Franklin Prize
Nominations for 2015 John Hope Franklin Publication Prize for the best-published book in American Studies due

Mar. 1 | 2015 Romero Prize
Nominations for 2015 Lora Romero Publication Prize for the best-published first book in American Studies due.

Mar. 1 | 2015 Community Partnership Grants
Applications for the 2015 Community Partnership Grants Program to assist American Studies collaborative, interdisciplinary community projects due

Resources: Abstracts of American Studies Dissertations

By University | By Year

Kelly, Arlene Blumenthal. "How Deaf Women Construct Teaching, Language, Culture, and Gender: An Ethnographic Study of ASL Teachers," American Studies, University of Maryland, College Park, April 2001.

This ethnographic dissertation studies five Deaf women who teach American Sign Language (ASL), exploring the intersections of teaching, language and culture, and gender as perceived by these women. It examines how Deaf women bridge dominant mainstream culture and Deaf culture through teaching ASL and Deaf Culture. It also inquires how these women construct language, culture, and gender as ASL teachers and through their personal lives. These issues were explored through three videotaped interviews with each informant, capped by two rounds of videotaped participant-observations in the women’s ASL classes. This approach produced insights into their teaching practices, attitudes and beliefs leading up to their constructions about teaching, language, culture, and gender. Analysis of the materials collected demonstrates that these five women identify themselves as primarily Deaf with concern about gender as secondary. Although they expressed some resistance towards the dominant mainstream American culture, they clearly value their careers as teachers of ASL and Deaf Culture to mostly hearing learners, bridging the two worlds. This dissertation shows how their unique experience as Deaf individuals reflect their lives as mothers, daughters, students, and partners in social relationships, and how their roles are similar and dissimilar. Their lived experiences as Deaf women affect how they teach, how they perceive hearing people, and how they understand language, culture, and gender.