{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,22]],"date-time":"2026-09-22T10:10:33Z","timestamp":1790071833243,"version":"4.0.1"},"reference-count":71,"publisher":"Oxford University Press (OUP)","issue":"4","license":[{"start":{"date-parts":[[2026,5,20]],"date-time":"2026-05-20T00:00:00Z","timestamp":1779235200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/pages\/standard-publication-reuse-rights"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026,9,18]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>The American Sign Language Proficiency Interview (ASLPI) is a widely used assessment tool for academic and professional qualifications in ASL-related fields. In ASL education, most ASL educators are White and able-bodied: this study examines the ASLPI through the lenses of language ideologies, attitudes toward signed languages, and the notion of language boundaries as colonial constructs. Through thematic analysis of interviews with 10 deaf participants, we explored how ASLPI\u2019s design, interaction, and evaluation shaped their experiences. Participants reported discomfort and anxiety tied to racialized interactions with White interviewers, language scrutiny, and pressure to code-switch toward an idealized ASL. They also noted misalignment between their language competency and evaluative outcomes. We call for reforms that promote transparency, invite external review, and affirm diverse deaf languaging practices across race, culture, and disability.<\/jats:p>","DOI":"10.1093\/jdsade\/enag021","type":"journal-article","created":{"date-parts":[[2026,4,24]],"date-time":"2026-04-24T11:43:48Z","timestamp":1777031028000},"page":"618-629","source":"Crossref","is-referenced-by-count":0,"title":["Do I belong?: implications of the ASLPI"],"prefix":"10.1093","volume":"31","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9057-2402","authenticated-orcid":false,"given":"John","family":"Pirone","sequence":"first","affiliation":[{"name":"Department of Education, University of Vermont , Burlington, Vermont ,","place":["United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0826-0814","authenticated-orcid":false,"given":"Octavian","family":"Robinson","sequence":"additional","affiliation":[{"name":"Women's, Gender and Sexuality Studies, The Ohio State University , Columbus, Ohio ,","place":["United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Erin","family":"Moriarty","sequence":"additional","affiliation":[{"name":"Department of Anthropology & ASL, University of Virginia , Charlottesville, Virginia ,","place":["United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nia","family":"Lazarus","sequence":"additional","affiliation":[{"name":"Department of Deaf Studies, Gallaudet University , Washington, D.C. ,","place":["United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"286","published-online":{"date-parts":[[2026,5,20]]},"reference":[{"key":"2026092205552625800_ref1a"},{"key":"2026092205552625800_ref1","doi-asserted-by":"crossref","DOI":"10.7208\/chicago\/9780226039688.001.0001","volume-title":"Forbidden signs: American culture and the campaign against sign language","author":"Baynton","year":"1996"},{"key":"2026092205552625800_ref1b","volume":"7"},{"issue":"2","key":"2026092205552625800_ref2","doi-asserted-by":"publisher","first-page":"77","DOI":"10.1191\/1478088706qp063oa","article-title":"Using thematic analysis in psychology","volume":"3","author":"Braun","year":"2006","journal-title":"Qualitative Research in Psychology"},{"key":"2026092205552625800_ref3","doi-asserted-by":"publisher","first-page":"675","DOI":"10.1044\/2023_LSHSS-22-00135","article-title":"Where do you anchor your beliefs? 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