Groupthink
Blackburn
Groupthink Revealed in Deaf Education Research
Laura A. Blackburn
Tidewater Community College
Cawthon, S. W., & Garberoglio, C. L., Eds. (2017). Research in deaf education: Contexts,
challenges and considerations. New York, NY: Oxford University Press. Hardcover. 424 pages.
$88.00
As I reviewed the textbook, “Research in Deaf Education: Contexts, Challenges and
Considerations,” memories of my own doctoral studies more than 20 years ago flooded to the
forefront of my mind. I recognize in this textbook the names of former professors, classmates and
colleagues who either co-authored a chapter or whose research was cited as an example of “best
practice in deaf education research.”
I began my doctoral studies at Gallaudet University after working as a deaf educator for 8
years. I recall experiencing cognitive dissonance during the first two years of my program. My
doctoral cohort consisted of several others who had served as deaf educators. Early on, we
frequently engaged in lively debates about the purpose of research methods and how our future
investigations could improve learning experiences for deaf students on a broader scale. During
these conversations, we struggled with the juxtaposition of remembering our former students’
learning styles while searching for evidence of effective teaching strategies in the deaf education
research literature base. As time wore on, my cohort’s lively discussions quieted as we set out to
answer focused questions about our unique dissertation research. For me and for members of my
cohort, equilibrium was reached.
This textbook mirrors my doctoral program. It appears the editors of this textbook achieved
their purpose: To create a collection of writings that guide beginning researchers to work from the
“germ” of an idea or hypothesis toward the final achievement of publishing replicable findings
that contribute to the academic community at large. Unfortunately, in its essence, this collection
of chapters is confirmation of the phenomenon of groupthink in deaf education.
Groupthink: Revealing the Elephant in the Room
Irving Janis’ seminal work on group dynamics (1971) aptly coined groupthink as, “a quick
and easy way to refer to the mode of thinking that persons engage in when they are deeply involved
in a cohesive in-group, when members’ strivings for unanimity override their motivation to
realistically appraise alternative courses of action.” Cawthon and Garberoglio establish several
groupthink arguments in this textbook’s introduction that demonstrate in-group behavior among
these researchers in deaf education. Once revealed, like the proverbial “elephant in the room,”
these arteries of in-group thinking are apparent and established throughout each chapter of the text.
An Epistemological Context for Research is Inappropriate (p. x). The groupthink concept
of Epistemological Context is most prevalent throughout this textbook and the profession. Moores
(Chapter 2), Graham and Horejes (Chapter 3), Enns (Chapter 10), Antia, Guardino & Cannon
(Chapter 11), Trezek & Wang (Chapter 13), and Paul & Wang (Chapter 16) particularly, make the
case that researchers must “position” themselves to sort through individual variability in order to
create a standardized research lens. These views lead to a popular modern academic “elephant in
SASLJ, Vol. 2, No.1 – Spring/Summer 2018
54