Sarah Houston: The Roots of a Leader

Megan M. Seipke-Dame

Division of Deaf Studies and Professional Studies, Western Oregon University 

INT 670 Leadership Roles in the Field of Interpreting

Dr. Elisa Maroney

August 21, 2022

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Abstract

Sarah Houston is a mentor and leader who comes from humble beginnings and chooses to give

back to her communities through service and dedication. Working to elevate oppressed

communities, she has come to embody the characteristics of an effective leader while inspiring

others to do the same. Her grassroots approach to leadership is paving the way to supporting

members of oppressed populations as they seek entry into, and advancement within, the field of

interpreting.
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Sarah Houston: The Roots of a Leader

Show me a successful individual and I’ll show you someone who had real positive

influences in his or her life. I don’t care what you do for a living—if you do it well, I’m

sure there was someone cheering you on or showing the way. A mentor. 

— Denzel

Washington

The Roots of Service

The city of Flint, Michigan is nestled in the mid-state region. If someone asked what Flint

is known for, answers would likely include General Motors, the United Auto Workers (U.A.W.),

the movie Roger & Me, or the water crisis. For those connected to the Deaf and Hard of Hearing

community, answers would include the Michigan School for the Deaf, established by the signing

of a law in 1848 (MSD, 2022) and the Flint Association of the Deaf, established in 1919 (FAD,

n.d.). This is also where Sarah Houston was born and raised.

Sarah is a CODA (child of deaf adults), the younger of two daughters born to Muriel and

Bennie Houston, and mother to a Deaf son. Her mother, Muriel, was born in Detroit. She grew

up in the foster care system and, with the help of individuals from the Deaf community, was able

to leave the system and relocate to Flint, joining the Deaf community there. Bennie, Sarah’s

father, was from Oklahoma City. Born to a multi-generational Deaf family, he attended the

Oklahoma School for the Deaf. They met at a church revival in Springfield, Missouri. Later,

Bennie’s pastor drove him to a Deaf camp in Michigan where they met again. Taking this as a

sign they were meant to be together, Bennie eventually moved to Michigan where they settled

down and started their family.

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As many CODAs do, Sarah grew up interpreting for her parents on occasion. She never

wanted to be an interpreter and was never educated or trained to become one. These facts did not

seem to matter, however, because her experience, skills, and mentors pulled her in that direction.

At the start of her career, Sarah was approached by a friend of her mother’s. Thinking back to

that time, Sarah said, “My mother was heavily involved with Stevie Westfall, and she told my

mom to have me come in, that she would work with me. She set up a video in front of me and I

interpreted. She said I can take the [QA] test and I’d be fine – just be more confident, loud and

confident,” (S. Houston, personal communication, August 11, 2022). At the time, Michigan still

employed a Quality Assurance (QA) system. Lacking any educational requirement for testing,

candidates were required to pass a written test prior to taking a performance test. This singular

performance test was divided into two segments, interpreting and transliterating, and the

candidate’s score would determine whether the person had passed or failed. A passing score,

based on the number of points, would achieve one of three tiers: QA I, QA II, or QA III. Sarah

assessed at a QA III.

The Roots of Change

Since becoming an interpreter, Sarah has witnessed and experienced many changes in the

field, some of which have profoundly impacted her practice. One such change significantly

transformed the landscape of communication access in Michigan. In 2007, the state amended PA

204, The Deaf Persons’ Interpreters Act (1982/2007), and promulgated the rules and regulations

defining what qualified means for interpreters in various settings. Among the changes being

made was the discontinuation of Michigan’s QA system. The QA test was replaced with BEI

(Board for Evaluation of Interpreters) certification, requiring all QA qualified interpreters to test

again.
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Holding a QA III for many years, Sarah was able to forgo taking the BEI I (Basic) and,

instead, start with the BEI II (Advanced). Unlike the QA testing requirements, BEI certification

has education requirements. At the time of implementation, the requirement was a high school

diploma or equivalent. After July 7, 2018, the requirement changed to an associate’s degree or

higher. Before testing, Sarah was required to do two things: return to school to complete her

GED, and pass the written portion of the certification test – the TEP (Test of English

Proficiency). The process of changing from QA credentialing to BEI certification put Sarah’s

career on hold for approximately one year, but she would not be deterred.

Upon returning to work, Sarah had the opportunity to work with mainstreamed Deaf

children attending school in Flint. Working with students from middle school through high

school, she became a role model. The roots she put down throughout her time as an educational

interpreter helped her learn about herself and the struggles faced by students. Connections with

the students made it difficult for Sarah to witness some of the outcomes many faced. The trauma

eventually became too much to bear. She made the decision to leave educational interpreting,

choosing instead to practice elsewhere.

Another significant change Sarah has witnessed and experienced in the field is a growing

recognition of the need for interpreters of color. Speaking to her own experience, she had this to

say: “I feel like I’m getting noticed more. Maybe it’s because I’m louder. I think people are

coming into the realization slowly but surely that certain people need to be in certain places.

That’s one of the biggest things I’ve seen in the field and as a colleague, working alongside other

interpreters of color, it has been a change that has been desperately needed,” (S. Houston,

personal communication, August 11, 2022).

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Each of these changes, while beneficial to the field of interpreting and to the Deaf

community, posed challenges. Many interpreters balked at the requirement of testing again and

others were concerned about the barriers the new testing system created. This transition was not

going to be easy, evidenced by the intersection of changes Sarah was witnessing. Feeling the

pressure from colleagues, she looked to another of her mentors, Sheryl Emery, for guidance and

support. Sheryl, a Black Deaf woman, was the Director of the Division on Deaf, DeafBlind and

Hard of Hearing within the Michigan Department of Civil Rights, and one of the most

instrumental people in moving the state forward with higher credentialing standards and

requirements. Sarah drew strength from Sheryl’s no-nonsense approach to getting things done

and steadfast dedication to improving interpreting services in Michigan. Sheryl knew that

focusing on the big picture was going to benefit the Deaf community. To accomplish her goal,

Sheryl challenged practitioners to rise to the occasion, and they did.

Grassroots Leadership

Focusing on the big picture, as her mentor does, remains characteristic of Sarah’s

professionalism and dedication. While she does not consider herself a leader, others certainly do.

As a result, she has built a sphere of influence within her community through mentoring, serving

in organizational leadership, and sitting on a state board.

Her leadership style can only be described as grassroots. Close to home, Sarah is

involved in mentoring and supporting interpreters of color working toward certification. Sharing

resources, making herself available to answer questions, and acting as a role model, this

mentorship fills a need in the community. Brown (as quoted by Jones, 2021, n.p.) states:

When we look at minority communities, we don’t find as many opportunities for them

[Students of Color] to pursue interpreting as a career, which in the end really impacts the
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Deaf community and Deaf People of Color. So, we need to educate minority

communities and create a pathway for them to pursue interpreting as a viable career.

Sarah’s goal, through support, mentorship, and representation, is to lift up the next generations of

interpreters, and continue building a pathway for more interpreters of color to pursue the field.

Sarah extends her leadership roots to working with other CODAs. Serving as the Member

at Large (MAL) for CODA Midwest, an organization that “encourages exploration of the

bilingual, bicultural, and bimodal experience and identity of children of deaf adults” (CODA,

n.d.), she works to connect with others who share her experience. As MAL, she helps identify

young KODAs (kids of deaf adults) in need of financial support to attend KODA Camp. She sees

this as a fun opportunity to impact the lives of others through opportunities they may not

otherwise have due to circumstances beyond their control.

Outside of her leadership with CODA Midwest, Sarah still finds ways to connect with

young KODAs in her community. She tries to be a role model, someone with whom these

children can connect and see themselves within.

When a young person, even a gifted one, grows up without proximate living examples of

what she may aspire to become--whether lawyer, scientist, artist, or leader in any realm--

her goal remains abstract. Such models as appear in books or on the news, however

inspiring or revered, are ultimately too remote to be real, let alone influential. But a role

model in the flesh provides more than inspiration; his or her very existence is

confirmation of possibilities one may have every reason to doubt, saying, 'Yes, someone

like me can do this’. (Sotomayor, p. 252)

Sarah embodies this proximal mentorship because she believes representation matters.
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Another way in which Sarah leads through representation is by sitting on the Michigan

Board of Interpreters for the Deaf, DeafBlind, and Hard of Hearing. Representing “certified deaf

persons' interpreters and an owner of or employee for an interpreter referral agency” (Board,

2022), Sarah and the other members of the Board advise the Department of Licensing and

Regulatory Affairs on matters related to interpreting services around the state and administration

of PA 204, including proposed changes to the promulgated rules and regulations.

The Roots of Inspiration

The inspiration to lead has many sources. It may be the need for change or the desire for

recognition and power. Whichever it is, the roots of that inspiration will manifest in the

characteristics and values of the leader. Without conscious thought, Sarah embodies the qualities

she has come to respect in effective leaders: working for the greater good, listening to others,

working as a team to support colleagues and the profession, advocate to support the needs of

oppressed people, educate others when necessary, and lead by example. Each of these

characteristics are rooted in the values instilled by her parents and community and she is inspired

to honor that legacy by instilling them in others.

About the Author

Megan M. Seipke-Dame, RID NIC/Ed:K-12, BEI Adv.

Megan is an educational interpreter in the Metro Detroit area. She is currently serving as the

Michigan State Ambassador for the National Association of Interpreters in Education. She

received her Bachelor of Science in Business Administration and Bachelor of Arts in Sign

Language Studies with a concentration in Interpreting from Madonna University in 2002 and

2003 respectively and is pursuing her Master of Arts in Interpreting Studies at Western Oregon

University.
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Acknowledgement

I am honored and humbled by Sarah’s mentorship, encouragement, and guidance

throughout the years of our friendship. Her unwavering support and tireless education have been

instrumental in developing my professional identity. It is my fervent wish to see the seeds of

understanding, planted by her nurturing character, take root, and grow strong so that others may

reap the fruit of its branches.

References

Board of Interpreters for the Deaf, DeafBlind, and Hard of Hearing. (2022). Governor Gretchen

Whitmer, Appointments.

https://www.michigan.gov/whitmer/Appointments/oma/all/1/board-of-interpreters-for-

the-deaf-deafblind-and-hard-of-hearing

CODA Midwest. (n.d.). About CODA Midwest. https://www.codamidwest.org/about.html

Flint Association of the Deaf. (n.d.). History. https://www.fadarrows1919.org/history

Jones, M.J. (June 2, 2021). Where are IOC? In search of role models, mentorship, & guidance.

StreetLeverage. https://streetleverage.com/2021/06/where-are-ioc-in-search-of-role-

models-mentorship-guidance/

Deaf Persons’ Interpreters Act, PA 204 (1982 & am. 2007). Michigan Compiled Laws.

http://www.legislature.mi.gov/(S(zzdiqc4kfz0fli5iq1oxrl5z))/mileg.aspx?

page=GetObject&objectname=mcl-Act-204-of-1982

Michigan School for the Deaf. (2022). Michigan School for the Deaf timeline.

https://www.michiganschoolforthedeaf.org/page/timeline

Sotomayor, S. (2014). My beloved world. Vintage.