Intersectionality and Autoethnography: DeafBlind, DeafDisabled, Deaf and Hard of Hearing-Latinx Children Are the Future
Article Sidebar
Main Article Content
Abstract
Deaf-Latinx K–12 students are the largest group of racially minoritized students in the US, lagging far behind the complimentary proportion of Deaf-whites in obtaining degrees. Educational institutions have sustained and reproduced privilege and inequality patterns. This article explores how using Deaf-Latinx Critical Theory (Deaf-LatCrit) in educational research facilitates Deaf-Latinx epistemology, intersectionality, and cultural intuition in autoethnography. It effectively captured how I, a first-generation DeafChicana college student, navigated structural inequity in educational institutions. When extant literature and resources are limited, counter-stories must be included to expand knowledge about issues of educational equity, and promote accountability, decision-making, and action. Autoethnography validates my DeafChicana existence and calls for attention to multiple interlocking issues within the educational system. Deaf-LatCrit and autoethnography provided the platform for me to conduct this study, which derives primarily from my own higher educational experiences. This Deaf-Latinx ethnographic study provided me a valuable tool and a safe outlet to reflect on my academic experiences, and exposed five thematic concerns: raciolinguicism, interpreter quality, classroom exclusion, institutional and structural systems, and professional development. Recommendations are included to help individuals become more aware of unconscious and conscious discriminations so we can together improve support for DeafBlind, DeafDisabled, Deaf, and Hard of Hearing-Latinx students in higher education.
Article Details
JCSCORE (ISSN 2642-2387) provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. All content in JCSCORE is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
Unless otherwise noted, works published in JCSCORE are distributed under a Creative Commons Attribution Non-Commercial Share-Alike License (CC BY-NC-SA). By granting a CC BY-NC-SA license in their work, authors retain copyright ownership of the work, but they give explicit permission for others to download, reuse, reprint, modify, distribute, and/or copy the work, as long as the original source and author(s) are properly cited (i.e. a complete bibliographic citation and link to the JCSCORE website), re-use of the work is not for commercial purposes, and the re-used work is shared with the same license. No permission is required from the author(s) or the publishers for such use. According to the terms of the CC BY-NC-SA license, any reuse or redistribution must indicate the original CC-BY-NC-SA license terms of the work.
Exceptions to the application of the CC BY-NC-SA license may be granted at the author(s)’ discretion if reasonable extenuating circumstances exist. Such exceptions must be granted in writing. For coordinating use permission you may either contact the author directly or email jcscore@ou.edu.
References
Anderson, G., & Bowe, F. (1972). Racism within the Deaf community. American Annals of the Deaf, 117(6), 617-619.
Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/ability critcial race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1-31. DOI: https://doi.org/10.1080/13613324.2012.730511
Anzaldúa, G. (1987). Borderlands, La Frontera: The new Mestiza. Aunt Lute Books.
Babbidge, H. D. (1964). Education of the deaf: A report to the Secretary of Health, Education, and Welfare by his Advisory Committee on the education of the deaf. U.S. Department of Health, Education, and Welfare.
Bell, D. (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard Law Review, 93, 518-533. DOI: https://doi.org/10.2307/1340546
Calderón, D., Delgado Bernal, D., Pérez Huber, L., Malagón, M., & Vélez, V. N. (2012). A Chicana feminist epistemology revisited: Cultivating ideas a generation later. Harvard Educational Review, 82(4), 513-539. DOI: https://doi.org/10.17763/haer.82.4.l518621577461p68
Cohen, O. P. (1993). Multicultural education and the Deaf community: A conversation about survival. A Deaf American Monograph, 43, 23-27.
Cohen, O. P. (1997). Giving all children a chance: Advantages of an antiracist approach to education for Deaf children. American Annals of the Deaf, 142(2), 80-82. DOI: https://doi.org/10.1353/aad.2012.0668
Crenshaw, K. W. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1, 139-167.
Crenshaw, K. W. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299. DOI: https://doi.org/10.2307/1229039
Delgado Bernal, D. (1998). Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68(4), 555-582. DOI: https://doi.org/10.17763/haer.68.4.5wv1034973g22q48
Delgado, G. L. (1984). Hearing-impaired children from non-native-language homes. In G. L. Delgado (Ed.), The Hispanic Deaf: Issues and challenges for bilingual special education. Gallaudet University Press.
Delgado, G. L. (2000). How are we doing? In K. Christensen (Ed.), Deaf plus: A multicultural perspective. Dawn Sign Press.
Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative. Michigan Law Review, 87, 2411-2441. DOI: https://doi.org/10.2307/1289308
Delgado, R., & Stefancic, J. (2001). Critical Race Theory: An introduction. New York University Press.
Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149-171. DOI: https://doi.org/10.17763/0017-8055.85.2.149
Foster, M. (2018). Erosion of trust: Sign language interpreters and hearing privilege [Blog post]. https://streetleverage.com/2018/10/erosion-of-trust-sign-language-interpreters-and-hearing-privilege/
Foster, S., & Kinuthia, W. (2003). Deaf persons of Asian American, Hispanic American, and African American backgrounds: A study of intraindividual diversity and identity. Journal of Deaf Studies and Deaf Education, 8(3), 271-290. DOI: https://doi.org/10.1093/deafed/eng015
Garbergolio, C. L., Palmer, J. L., Cawthon, S., & Sales, A. (2019). Deaf people and educational attainment in the United States: 2019. U.S. Department of Education, Office of Special Education Programs, National Deaf Center on Postsecondary Outcomes.
García-Fernández, C. M. (2014). Deaf-Latina/Latino critical theory in education: The lived experiences and multiple intersecting identities of deaf-Latina/o high school students (Doctoral dissertation), University of Texas Austin. http://hdl.handle.net/2152/25088
Gerner de Garcia, B. (1993). Addressing the needs of Hispanic Deaf children. In K. M. Christensen & G. L. Delgado (Eds.), Multicultural issues in Deafness. Longman Publishing Group.
Gerner de Garcia, B. (1995). ESL applications for Hispanic Deaf students. The Bilingual Research Journal, 19(3 & 4), 453-467. DOI: https://doi.org/10.1080/15235882.1995.10162684
Gerner de Garcia, B. (2000). Meeting the needs of Hispanic/Latino Deaf students. In K. M. Christensen & G. L. Delgado (Eds.), Deaf plus: A multicultural perspective. Dawn Sign Press.
Gertz, G. (2003). Dysconscious audism & critical Deaf studies: Deaf crit's analysis of unconscious internalization of hegemony within the Deaf community (Doctoral dissertation), University of California, Los Angeles.
Gallaudet Research Institute. (April 2011). Regional and national summary report of data from the 2009-10 annual survey of Deaf and hard of hearing children and youth. Gallaudet University.
Guerrero-Cantor, J. (2019). DREAMers woke: Mexican deaf women navigating college and living as undocumented (Doctoral dissertation). California State University–East Bay.
Hall, W. C. (2017). What you don't know can hurt you: The risk of language deprivation by impairing sign language development in Deaf children. Maternal and Child Health Journal, 21(5), 961-965. doi:10.1007/s10995-017-2287-y DOI: https://doi.org/10.1007/s10995-017-2287-y
Holcomb, T. K. (2010). Deaf epistemology: The Deaf way of knowing. American Annals of the Deaf, 154(5), 471-478. DOI: https://doi.org/10.1353/aad.0.0116
Houston, P. (1988, March 8). Deaf students shut college, demanding Deaf president. The Los Angeles Times. https://www.latimes.com/archives/la-xpm-1988-03-08-mn-605-story.html
Humphries, T. (1977). Communicating across cultures (Deaf/hearing) and language learning. (Unpublished doctoral dissertation). Union Graduate School, Cincinnati, OH.
Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Padden, C., & Rathmann, C. (2014). Ensuring language acquisition for deaf children: What linguists can do. Language, 90(2), 31-52. DOI: https://doi.org/10.1353/lan.2014.0036
Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97, 47-68.
Lawyer, G. L. K. (2018). Removing the colonizer's coat in Deaf education: Exploring the curriculum of colonization and the field of deaf education (Doctoral dissertation). University of Tennessee. https://trace.tennessee.edu/utk_graddiss/5036/
McCaskill, C. D. (2005). The education of Black Deaf Americans in the 20th century: Policy implications for administrators in residential schools for the Deaf (Doctoral dissertation), Gallaudet University.
McKay-Cody, M. R. (1998). The well-hidden people in Deaf and Native communities. A Deaf American Monograph, 48, 49-51.
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 133-141. DOI: https://doi.org/10.1080/00405849209543534
Parasnis, I., & Fischer, S. D. (2005). Perceptions of diverse educators regarding ethnic-minority deaf college students, role models, and diversity. American Annals of the Deaf, 150(4), 343-349. DOI: https://doi.org/10.1353/aad.2005.0045
Registry of Interpreters for the Deaf. (2018). 2018 Annual report member services. https://rid.org/2018-annual-report/
Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46, (621-647). DOI: https://doi.org/10.1017/S0047404517000562
Ruiz-Williams, E., Burke, M., Chong, V. Y., & Chainarong, N. (2016). My Deaf is not your Deaf. In M. Friedner & A. Kusters (Eds.), It's a small world: International Deaf spaces and encounters (pp. 262-273). Gallaudet University Press.
Sedano, R. (2001). Traditions: Hispanic, American, Deaf culture: Which takes precedence in trilingual interpreter training? In L. Bragg (Ed.), Deaf world: A historical reader and primary sourcebook (pp. 124–128). New York University Press.
Skutnabb-Kangas, T. (2014). Afterword. In H. D. L. Bauman & J. J. Murray (Eds.), Deaf gain: Raising the stakes for human diversity (pp. 492–502). University of Minnesota Press.
Solórzano, D., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(23), 23-44. DOI: https://doi.org/10.1177/107780040200800103
Stapleton, L. (2016). Audism and racism: The hidden curriculum impacting Black d/Deaf college students in the classroom. Negro Educational Review, 67(1-4), 149-168.
Stapleton, L., & Croom, N. (2017). Narratives of Black d/Deaf College Alum: Reflecting on intersecting microaggressions in college. Journal of Student Affairs Research and Practice, 54(1), 15-27. DOI: https://doi.org/10.1080/19496591.2016.1204308
Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage.
Stuart, P., & Gilchrist, A. (1990). A sense of identity: Deaf minorities still struggle for acceptance of their heritage. Gallaudet Today, 21, 2–10.
Tuccoli, T. (2008). Hearing privilege at Gallaudet? (Masters thesis), Gallaudet University.
Valencia, R. R. (1997). The evolution of deficit thinking: Educational thought and practice. Falmer.
Valencia, R. R. (2020). International deficit thinking: Educational thought and practice. Routledge.
Williamson, C. (2007). Black deaf students: A model for educational success. Gallaudet University.
Wu, C. L., & Grant, N. C. (2010). Asian American and Deaf. In I. Leigh (Ed.), Psychotherapy with Deaf clients from diverse groups. Gallaudet University Press.
Yosso, T. J., Villalpando, O., Delgado-Bernal, D., & Solórzano, D. (2001). Critical Race Theory in Chicana/o education. Paper presented at the National Association for Chicana and Chicano Studies, Tucson, AZ.