Photograph courtesy University of Cincinnati
In May, rural western Georgia native Christopher D. Johnson became the University of Cincinnati’s first Deaf Black academic administrator in its 200-year history. Now the assistant dean of inclusive excellence at UC’s College of Cooperative Education and Professional Studies (CCPS), Johnson did not learn American Sign Language until age 30, when he enrolled at Gallaudet University for graduate school. Wrapping up his first year on the job, he discusses the need for hearing people to meet Deaf people where they are and the changes he hopes to make at UC.
How has your first year as assistant dean been?
I’m compassionately supportive of the CCPS’s strategic goals, and my goal is to promote awareness of organizational wellness and to cultivate a healthy team culture through inclusive excellence initiatives. These focus on transforming the culture-shifting mindset from monocultural to intercultural. Stepping into a newly established position within the CCPS, I have been building relationships with UC’s community and developing strategies to assess the culture and its needs that inspire faculty and staff to be part of the change. As a Black Deaf academic leader who often lacks the societal access enjoyed by many on and off campus, I work tirelessly to integrate disability justice principles and neurodiversity materials on every level. These efforts are not just about graduating our future critical thinkers but fostering a more inclusive and welcoming campus community.
I consider myself blessed for the challenges I’ve faced. They have shaped my perspectives on many barriers, and I am focused on ensuring that students have opportunities to broaden their understanding to create more barrier-free innovations. I believe it is imperative to have a fundamental understanding of how Deaf and students with additional disabilities navigate these barriers, from the K–12 experience to higher education and public settings. What can we do to review and improve policies that impact classroom and workplace experiences? Are you incorporating ASL and the lived experiences of Deaf and disabled individuals in your classroom, or are you perpetuating ableism by overlooking their struggles and missing opportunities to identify solutions? Alexander Graham Bell’s philosophy of oralism placed less value on American Sign Language (ASL) and Deaf Education. The impact of this mindset is still evident today—not just in the Midwest but across the U.S. When the Deaf community binds its culture, language, and history and they are absent from the diverse curriculum development process, their barriers and experiences are excluded from critical conversations. This absence widens the gap between mainstream society and marginalized communities.
Since you’ve become the assistant dean, how have you influenced other people?
My mentoring style is very caring and straightforward, and I prioritize understanding each student’s needs. I ask myself, “How can I support you? How can I help you elevate yourself? How do we create the connections you’ll need to succeed?” I strongly feel that I shouldn’t be the only person others look to for guidance. There are like-minded humans out there with the ability to contribute to areas like psychology, medicine, and research—especially when it’s grounded in lived experiences. It’s about building a foundation that empowers others to access not-often-talked-about insights and inspiration from a diverse range of voices and expertise. I have nothing but respect for the National Black Deaf Advocates, a role I serve in the Dr. Glenn B. Anderson Scholarship Program. It is all about empowering others.
What has your experience been like not only as a Deaf person, but also as a Black person in academia?
Growing up, I didn’t learn about being Black and Deaf. For educational purposes, let me clarify: I’m not “Black and Deaf”—there’s no and or comma in between. I’m Black Deaf. I am the first in many spaces here at UC, so I encounter barriers from all directions. My hope is to inspire others to be less resistant and to be open-minded to limitless possibilities to remove pervasive stigmatization on campus. It takes time for people to welcome themselves to the table compassionately and be ready to engage in courageous conversations that reduce misunderstandings and the myths on leaders with disabilities. These discussions are critical in recognizing the barriers others face and understanding the impact of those barriers based on their unique identities.
Why do you think it’s taken so long?
This took me way back to my elementary days, reflecting on how teachers addressed deafness through either medical or social models of disability. Often, it was based on their own opinions and internalization of curricular development and teachings back in the ’50s–’80s, which made unpacking challenging without a robust Deaf community to actively engage in. Nowadays, to maintain accountability within the bureaucracies in higher education—how many truly include neurodivergent Deaf leaders at the table or in their board meetings? Furthermore, how many of those leaders are Black Deaf individuals or have exposure to that leadership perspective? Ancient-old oppression is evident, no doubt.
As the assistant dean, I have my own core values that allow me to be optimistic in any avenue that my presence has a positive transformative impact. Am I allowed to be authentic? It’s a question I grapple with because there are many misunderstandings that arise from assumptions about what a Black Deaf male should be, rather than embracing who I am as I walk in the door.
Of course, there’s always a “rotten apple in the barrel,” so to speak. It does take time, but I am grateful for the support I receive from UC faculty, staff, and interpreters who deeply care—and they know who they are.
What do you think about universities rolling back DEI?
This reflects a system in need of greater humanity and an embrace of cultural differences. From a Black Deaf perspective, the shame many feel stems from a lack of understanding, compassion, and cultural awareness embedded within the curriculum. Without these elements, it’s difficult for everyone to feel valued and equal. When DEI initiatives are removed, it sends a message that the opportunity for courageous conversations and deeper understanding is being lost. What we need are compassionate educators and culturally inclusive practices in K–12 education to foster understanding, equity, and belonging for all.
You’ve said that your philosophy is if you don’t have the answer, you find the answer by overcoming fear. How do you overcome fear?
That question is more about why hearing people are hesitant to learn how to dismantle barriers impacting deaf leaders. In my experience, as soon as they realize I’m Black Deaf, the communication barrier becomes an issue—but it’s non-Deaf people who struggle with it. They are the ones who need to learn where to find tools available to facilitate preferred communication modality. It’s not necessarily my fear but the fear of others that is impactful. Why are we always waiting for Deaf people to come up with the solutions? We’re exhausted. Come meet us where we are to seek solutions.
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