Matching Items (3)
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- All Subjects: Intersectionality
- Creators: Artiles, Alfredo J.
- Resource Type: Text
Description
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
Description
This study re-frames learning disabilities (LD) through the emotion-laden talk of four Latina/o students with LD. The research questions included: 1) What are the emotion-laden talk of Latina/o students about being labeled with LD? 2) What are Latina/o students' emotion-laden talk of the idea of LD? I identified master narratives, the "pre-existent sociocultural forms of interpretation. They are meant to delineate and confine the local interpretation strategies and agency constellations in individual subjects as well as in social institutions," (Bamberg, 2004, p. 287) within the following literatures to inform my research questions and conceptual framework: a) historiography and interdisciplinary literature on LD; b) policy (i.e., Individuals with Disabilities Education Act (IDEA)), c) the academic and d) social and emotional dimensions of LD; and e) student voice research with students with LD. Interdisciplinary, critical ethnographic and qualitative research methods such as taking into account issues of power, etic and emic perspectives, in-depth interviewing, field notes were used. Total participants included: four students, three parents and three teachers. More specifically, descriptive coding, identification of emotion-laden talk, a thematic analysis, memoing and intersectional and cultural-historical developmental constructs were used to analyze students’ emotion-laden talk. Emotion-laden talk about being labeled with LD included the hegemony of smartness, disability microaggressions, on the trinity of LD: help + teachers + literacy troubles, on being bullied, embarrassment to ask for assistance from others and help as hope. The emotion-laden talk about the idea of LD included LD as double-edge sword, LDness as X, the meaning of LD as resource, trouble with information processing, speech, and silence, the salience of the intersection of disability, ethnicity and language and other markers of difference, struggles due to lack of understanding and LD myths. This study provides a discussion and implications for theory, research, policy, and practice.
ContributorsHernández-Saca, David Isaac (Author) / Artiles, Alfredo J. (Thesis advisor) / Connor, David J (Committee member) / Prior, Matthew T. (Committee member) / Arizona State University (Publisher)
Created2016
Description
This study was designed to introduce specific activities/lessons to students in an online university gender and communication course. It was also designed to determine how participants made meaning of and felt about learning about intersectionality of gender and cultural identities, using arts-based data collection. Previous research on the symbolic nature of language, ground-breaking work on intersectionality, and work on arts-based research were instrumental frameworks in guiding this study. Participants were asked to create poems in response to their readings of class materials and vignettes about cultural identity issues that were provided to them. The researcher was able to determine how individuals from disparate cultural backgrounds made meaning of what they read and then how they articulated their feelings relative to learning about intersectionality, their experiences with arts-based data collection, and their perceptions of their futures application of the lessons learned. The poetic expression about those experiences provides a valuable initial base for future research with regard to more narrowly focused studies of gender intersected with identities associated with socioeconomic status, age, ableism, religious affiliation, and other cultural identities.
ContributorsEdmonds, Leonard M. (Author) / Caterino, Linda (Thesis advisor) / Carlson, David L. (Committee member) / Sumner, Carol (Committee member) / Arizona State University (Publisher)
Created2017