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Bienvenu, M.J. (2017, May 17). “Bridge to Allyship: Understanding Accountability as Sign Language Interpreters.” StreetLeverage.  Retrieved from https://streetleverage.com/live_presentations/bridge-to-allyship-understanding-accountability-as-sign-language-interpreters/

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Coyne, D. J. (2012). The exploration of signed language interpreters’ practices and commitments with a social justice lens (Order No. 3554304). Available from ProQuest Dissertations & Theses Global. (1316620294). Retrieved from http://pearl.stkate.edu/login?url=https://search-proquest-com.pearl.stkate.edu/docview/1316620294?accountid=26879

Coyne, D.J. (2013). Social justice: A new model of practice for sign language interpreters? [Presentation] Retrieved from  https://streetleverage.com/live_presentations/social-justice-a-new-model-of-practice-for-sign-language-interpreters/

Coyne, D.J. & Hill, J.C. (2016). “Social Justice in Interpreting: An infusion module for Interpreter Education Programs.” National Consortium of Interpreter Education Centers. Retrieved July 22, 2018 from http://www.interpretereducation.org/teaching/classroom-modules/social-justice/.

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Danica, G. H., Jennifer, K. D., & Catherine, Y. C. (2007). Addressing privilege and oppression in counselor training and practice: A qualitative analysis. Journal of Counseling and Development: JCD, 85(3), 317-324. Retrieved from http://pearl.stkate.edu/login?url=https://search.proquest.com/docview/218972341?accountid=26879

Decker, K. M., Manis, A. A., & Paylo, M. J. (2016). Infusing social justice advocacy into counselor education: Strategies and recommendations. Journal of Counselor Preparation and Supervision, 8(3) doi:http://dx.doi.org.pearl.stkate.edu/10.7729/83.1092

Dixson, A.D. (2017) “What’s Going On?”: A Critical Race Theory perspective on Black Lives Matter and activism in education.  Urban Education Vol. 53(2) 231–247 Retrieved July 27, 2018 from https://doi-org.pearl.stkate.edu/10.1177/0042085917747115

Dobbin, F., and Kalev, A. (2016). “Why diversity programs fail?” Harvard Business Review.  July-August 2016.  Retrieved from https://hbr.org/2016/07/why-diversity-programs-fail

du Plessis, E. M., & Sørensen, P. K. (2017). An Interview with Arlie Russell Hochschild: Critique and the Sociology of Emotions: Fear, Neoliberalism and the Acid Rainproof Fish. Theory, Culture & Society, 34(7–8), 181–187. https://doi.org/10.1177/0263276417739113

Eckert, R., & Rowley, A. (2013). Audism: A theory and practice of audiocentric privilege. Humanity & Society, 37(2), 101-130. DOI: 10.1177/0160597613481731

Estrada, D., Poulsen, S., Cannon, E., & Wiggins, M. (2013). Orienting counseling students toward multiculturalism: Exploring privilege during a new student orientation. The Journal of Humanistic Counseling, 52(1), 80-91. Retrieved from http://pearl.stkate.edu/login?url=https://search-proquest-com.pearl.stkate.edu/docview/1346133279?accountid=26879

Fausey, C.M et al., (2010). Constructing agency: The role of language. Frontiers in Cultural Psychology, Vol. 1, Article 162. https://doi.org/10.3389/fpsyg.2010.00162

Foster, M. (2018, October 2) “Erosion of trust: Sign language interpreters and hearing privilege,” StreetLeverage. Retreived from https://streetleverage.com/2018/10/erosion-of-trust-sign-language-interpreters-and-hearing-privilege/

Gallon, C. (2018). Exploring the racial microaggressions American Sign Language–English Interpreters commit. [Master’s Thesis] Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maisce/1

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Gertz, G. (2007). Dysconscious audism: A theoretical proposition. In Bauman, H. L. (Ed.) Open your eyes : deaf studies talking. Minneapolis: University of Minnesota Press. Retrieved from https://ebookcentral-proquest-com.pearl.stkate.edu

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Gordon, S. P. (2005). Making meaning of whiteness: A pedagogical approach for multicultural education. Journal of Physical Therapy Education, 19(1), 21-27. Retrieved from http://pearl.stkate.edu/login?url=https://search-proquest-com.pearl.stkate.edu/docview/217076728?accountid=26879

Hall, W.C., Holcomb, T.K., & Elliot, M. (2016).  “Using Popular Education with the Oppressor Class: Suggestions for Sign Language Interpreter Education.” Critical Education.  Vol 7, No 13. Available at: https://ices.library.ubc.ca/index.php/criticaled/article/view/186129

Harris, R.L. & Loeffler, S.C.  (2015). “Seizing academic power:  Creating Deaf counter narratives.”  Journal of ASL and Literature, 5. [Video publication].  Retrieved from https://youtu.be/C3Ae20lXJ1I.

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Hays, D. G., Chang, C. Y., & Havice, P. (2008). White racial identity statuses as predictors of white privilege awareness. Journal of Humanistic Counseling, Education and Development, 47(2), 234-246. Retrieved from http://pearl.stkate.edu/login?url=https://search-proquest-com.pearl.stkate.edu/docview/212445624?accountid=26879

Hays, D. G. (2008). Assessing multicultural competence in counselor trainees: A review of instrumentation and future directions. Journal of Counseling and Development : JCD, 86(1), 95-101. doi:http://dx.doi.org.pearl.stkate.edu/10.1002/j.1556-6678.2008.tb00630.x

Hays, D. G., Chang, C. Y., & Decker, S. L. (2007). Initial development and psychometric data for the privilege and oppression inventory. Measurement and Evaluation in Counseling and Development, 40(2), 66-79. doi:http://dx.doi.org.pearl.stkate.edu/10.1080/07481756.2007.11909806

Hill, J. (2014). Sign Language Interpreters: Practicing with a socially conscious approach. https://streetleverage.com/live_presentations/sign-language-interpreters-practicing-socially-conscious-approach/

Humphries, T. (1977). ‘‘Communicating across cultures (Deaf/Hearing) and language learning.’’ (Unpublished Ph.D. Dissertation), Union Graduate School, Cincinnati, OH.

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Krikau, P. W. (2015). The effects of brief diversity immersion programs on college student participants (Order No. 3739174). Available from Education Database; ProQuest Dissertations & Theses Global. (1750087083). Retrieved from http://pearl.stkate.edu/login?url=https://search-proquest-com.pearl.stkate.edu/docview/1750087083?accountid=26879

Kruse, J., Didion, A., & Perzynski, J. (2014). Utilizing the Intercultural Development Inventory® to develop intercultural competence. SpringerPlus, 3(1), 1-8. https://doi.org/10.1186/2193-1801-3-334

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Mason, I., and Ren, W. (2012). “Power in face-to-face interpreting events.”  Translation and Interpreting Studies. 7:2 pp. 233-252. DOI: 10.1075/tis.7.2.08mas

Meade, A. (2010). Intercultural competence: An appreciative inquiry (Order No. 3398291). Available from ProQuest Dissertations & Theses Global: Social Sciences. (220145851). Retrieved from http://pearl.stkate.edu/login?url=https://search-proquest-com.pearl.stkate.edu/docview/220145851?accountid=26879

Metzger, M. (1999). Sign language interpreting: Deconstructing the myth of neutrality.  Washington D.C.: Gallaudet University Press.

Minges, J. (2016).”Moving toward allyship: A current climate of agent skill sets of hearing ASL-English interpreters.” Master’s of Arts in Interpreting Studies (MAIS) Theses. 28. Retrieved from https://digitalcommons.wou.edu/theses/28

Mole, H. (2018). Narratives of power: Critical reflections on signed language interpreting.  (Unpublished doctoral dissertation).  Heriot-Watt University, Edinburgh, Scotland.  Retrieved from https://www.academia.edu/37647800/Narratives_of_power_Critical_reflections_on_signed_language_interpreting

Mooney, M.L. & Lawrence, A. (2000). Multicultural curriculum overview for instructors: A curriculum for enhancing interpreter competencies for working within culturally and linguistically diverse communities. National Multicultural Interpreter Project: El Paso Community College.  Retrieved from http://www.epcc.edu/NMIP/Documents/1A.pdf

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Nieto, L. & Boyer, M.F. (2006, October). Understanding oppression: Strategies in addressing power and privilege. Second Installment: Skill sets for targets.  ColorsNW.  Retrieved from https://beyondinclusion.files.wordpress.com/2011/07/ask_leticia_part_2.pdf

Nieto, L. & Boyer, M.F. (2007, March). Understanding oppression: Strategies in addressing power and privilege. Second Installment: Skill sets for agents.  ColorsNW.  Retrieved from https://beyondinclusion.files.wordpress.com/2011/07/ask_leticia_part_3.pdf

Ott, E.K. (2012). “Do we eat our young and one another? Horizontal violence among signed language interpreters.” Master’s of Arts in Interpreting Studies (MAIS) Theses. 1. Retrieved from https://digitalcommons.wou.edu/theses/1

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Quinto-Pozos, D., Martinez, M. Suarez, A., & Zech, R. (2018). Beyond bilingual programming: Interpreter education in the U.S. amidst increasing linguistic diversity. International Journal of Interpreter Education. Vol 10(1). pp. 46-59. Retrieved from http://www.cit-asl.org/new/wp-content/uploads/2018/07/f-IJIE-10-1-quinto-pozos.pdf

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Webb, J. (2017).  “Unpacking & Investigating Our Responsibility Within an Inherited System of Unequalized Power: the Interpreter and Deaf “Consumer” Relationship.” [Video]. RID Continuing Education Training Center.  Availalble at https://www.rid.org/continuing-education/available-webinars/power-and-privilege-webinars/

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West Oydele, E. (2015, September 28).  “Missing narratives in interpreting and interpreter education.” StreetLeverage. Retrieved from https://streetleverage.com/2015/09/missing-narratives-in-interpreting-and-interpreter-education/

Wheeler, S.L. (2018). “Emotional intelligence (EQ) and the next generation of interpreters.” in Winston, Monikowski, and Lee (Eds.). Reaching new heights in interpreter education: Mentoring, teaching & leadership.  The Proceedings of the 2018 Conference of Interpreter Trainers. Retrieved from http://www.cit-asl.org/new/emotional-intelligence-eq-and-the-next-generation-of-interpreters/

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Witter-Merithew, A., Johnson, L., and Nicodemus, B.. (2010).  “Relational Autonomy and Decision Latitude of ASL-English Interpreters: Implications for Interpreter Education” in the Proceedings of  the 17th National Convention – Conference of Interpreter Trainers. Retrieved August 2, 2014 from http://www.cit-asl.org/new/2010-proceedings-download-pdf