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Being a deaf woman in college is hard, being Black just adds: the complexities of intersecting the margins

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The majority of Black D/deaf female students who enter college do not obtain college degrees; as many of them drop out of college citing irreconcilable differences with faculty, staff and peers (Barnartt, 2006; Williamson, 2007). Although, many of these inequities are being addressed in current scholarship, traditionally social scientists have…

The majority of Black D/deaf female students who enter college do not obtain college degrees; as many of them drop out of college citing irreconcilable differences with faculty, staff and peers (Barnartt, 2006; Williamson, 2007). Although, many of these inequities are being addressed in current scholarship, traditionally social scientists have analyzed issues of race, gender, class, sexuality or disability by isolating each factor and treating them as if they are independent of each other (Thornton Dill & Zambrana, 2009). This qualitative dissertation study investigates the everyday lives of Black D/deaf female students on a college campus. The study is based on data gathered during four focus group interviews with twenty-two total participants and fifteen individual semi-structured interviews. Interviews were videotaped and conducted in either spoken English or sign language depending on the preference of the participant. Interviews conducted in sign language were then interpreted to spoken English by the researcher, and subsequently transcribed. The study sought to explore identity and individual agency, microaggressions and marginality on campus, and self-determination. Analysis focused critically on the women's understanding of their intersecting identities, their perception of their college experience and their persistence in college. The data revealed a seemingly "invisible" space that women occupied either because of their deafness, race, gender or social class status. Even though the women felt that that they were able to "successfully" navigate space for themselves on their college campus, many experienced more difficulty than their peers who were White, male or hearing. The women developed strategies to negotiate being part of both the deaf and hearing worlds while on their college campus. However, they frequently felt excluded from the Black hearing culture or the White deaf culture.
ContributorsChapple, Reshawna (Author) / Romero, Mary (Thesis advisor) / Artiles, Alfredo J. (Committee member) / Gustavsson, Nora (Committee member) / James, Stanlie M (Committee member) / Arizona State University (Publisher)
Created2012
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Communication strategies contributing to the positive identities of third culture kids: an intercultural communication perspective on identity

Description
This study aims to deepen the understanding of how Third Culture Kids (TCKs) receive and maintain long-term perceptions of positive identity. The literature review surveys bodies of research related to Third Culture Kids, intercultural communication conceptions of identity, and communication strategies of identity management. The research framework is a response…

This study aims to deepen the understanding of how Third Culture Kids (TCKs) receive and maintain long-term perceptions of positive identity. The literature review surveys bodies of research related to Third Culture Kids, intercultural communication conceptions of identity, and communication strategies of identity management. The research framework is a response to Martin and Nakayama’s (2010) call for a dialectical approach to the study of intercultural communication, and reflects an interpretive/critical/activist dialectic paradigm.

This qualitative multi-method research project gathered survey, interview, and visual data through online platforms. Participants were TCKs over age 40 who self-selected as having a positive identity. A modified grounded analysis revealed several key findings connected to agency development, choice making, communication filters, and framing of positivity. Factors contributing to characteristics of a positive identity included sending organization, total number and frequency of moves, and degrees of difference among their cultural contexts.
ContributorsJung, Amy Christine (Author) / Broome, Benjamin (Thesis advisor) / Martin, Judith (Committee member) / Tracy, Sarah (Committee member) / Cottrell, Anna (Committee member) / Arizona State University (Publisher)
Created2016