Programs like Deaf studies don’t just teach language — they teach empathy, advocacy and accessibility. So why are they the first to go? Ithaca College’s recent decision to pause its Deaf studies minor has sparked concern among students, faculty and advocates for inclusive education. The pausing of the Deaf studies program undermines efforts to better engage with and support Deaf culture, and raises questions about the college’s commitment to diversity and inclusion. The Deaf studies program was more than an academic offering; it was a bridge to understanding and integrating a marginalized community into the broader fabric of society.
The Deaf studies minor at Ithaca College was designed to develop students’ proficiency in American Sign Language and deepen their understanding of Deaf culture. The program was open to students across disciplines. By providing interdisciplinary education that combined linguistics, sociology and education, the program ultimately prepared students for careers in advocacy, education and social services.
Ithaca College, like many institutions, has faced significant financial challenges in recent years. The college is projecting a $12 million budget deficit for the current fiscal year, a situation attributed to factors such as including declining enrollment numbers that were exacerbated by the COVID-19 pandemic. Nationally, higher education enrollment has been decreasing at a rate of 1.5% each year since 2011, with the pandemic accelerating this trend. Ithaca College experienced a noticeable drop in student numbers, with first-year student enrollment falling about 200 students below target in Fall 2024. In response, the administration has undertaken measures to cut costs, including the decision to eliminate certain academic programs, like Deaf studies.
As part of efforts to address financial challenges, the college has undertaken an academic program prioritization process, leading to the elimination of certain programs, now including Deaf studies. Programs were evaluated based on factors such as enrollment numbers and resource allocation. However, this approach raises concerns about the metrics used to assess a program’s value. While enrollment numbers are a tangible measure, they do not capture the full impact of programs like Deaf studies, which contribute significantly to the college’s mission on fostering diversity and inclusion. Moreover, the decision overlooks the potential for growth and the need for professionals trained in ASL and Deaf culture.
The elimination of the Deaf studies program has far-reaching implications for underprivileged communities. By removing such programs, the college risks alienating students from marginalized backgrounds and diminishing its appeal to a diverse student body. Furthermore, the Deaf community itself is underserved and faces barriers to education and employment. Programs like Deaf studies play a crucial role in training advocates and educators who can work to dismantle these barriers. The program’s removal not only limits opportunities for students but also reduces the support available to the Deaf community at large.
Instead of eliminating the Deaf studies program, Ithaca College could have explored alternative strategies to enhance its viability. Investing in marketing efforts to raise awareness about such a unique program, forming partnerships with organizations serving the Deaf community, and integrating the program with other disciplines could have attracted more students and funding. Additionally, the college could have leveraged the program to differentiate itself in the competitive higher education landscape. By positioning itself as a leader in Deaf studies, Ithaca College might have attracted students interested in social justice advocacy, and inclusive education, thereby increasing enrollment and enhancing the college’s reputation.
The decision to cut the Deaf studies program at Ithaca College represents a missed opportunity to uphold the institution’s commitment to diversity, inclusion and social responsibility. While financial challenges necessitate difficult choices, it is imperative that the college considers the broader impact on underprivileged communities and its mission.
