Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Summer 7-29-2025

Abstract

This study is significant in exploring the different ways in which Deaf Black youth construct their identities through the use of narrative inquiry. Educators of Deaf youth should acknowledge how the identity journeys of Deaf Black youth are often affected by the school and home communities. This research employed narrative inquiry to understand how Deaf Black youth construct their identities as Black Deaf individuals. Using Critical Race Theory (CRT) as a theoretical framework with the guidance of Intersectionality and Dis/ability Critical Race Theory (DisCrit) lenses, the study specifically examined four Deaf Black youth’s narratives to highlight how they construct and navigate their identity and how their homes and school sites affect their identities. The unifying finding themes in the study are the challenges of Deaf Black youth’s intersectional and racialized Deaf and Black identities through language use, role models, and facing their racialized experiences as Deaf Black youth.

Keywords

American Sign Language, Black, Deaf, Identity, Intersectionality, Youth

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Vincent Werito

Second Committee Member

Mary Rice

Third Committee Member

Erin Wilkinson

Fourth Committee Member

Nancy López

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