Approximately 30% of d/Deaf students are successfully completing college; the reasons for such a low graduation rate is unknown (Destler & Buckly, 2011). Most research on d/Deaf college students lack racial/ethnic diversity within the study; thus, it is unclear how d/Deaf Students of Color are faring in higher education or what experiences they are having. It is no longer appropriate or socially just to conduct research that does not intentionally seek out the voices of d/Deaf Students of Color. Using a fundamental descriptive qualitative methodology, this paper sheds light on a population of students, d/Deaf Women of Color, who are often invisible within the mainstream higher education literature and expands our understand of the types of experiences they are having related to their racial/ethnic and d/Deaf identity while attending college.
The authors examine the social construction of language, labels, and knowledge associated with disabilities, arguing in favor of critical and intersectional perspectives on disability identity.
To Marcela Ramirez-You have patiently seen and supported me through the tail end of this journey, talked me off ledges, and laughed when things got really hard. Thank you
Deaf students are members of a linguistic and cultural minority whose background and experiences provide a unique backdrop for the navigation of higher education. Using the framework of Deaf community cultural wealth, this study examines the experiences of Deaf students in community college and their utilization of various forms of capital. Findings showed that they exhibited instances of resistant, navigational, social, and familial capital in accessing and persisting in higher education.
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