Providing a Deaf-centric Space to Promote Signing Deaf Adolescents’ Language, Identity, and Social-emotional Development

• In Event: Intersectionalities

Abstract

Signing deaf students often experience barriers to equitable education due to the predominance of able-bodiedness and spoken English in public schools: they are less likely to find peers of a similar background and identity, and often lack access to instruction on American Sign Language (ASL) and Deaf culture. These challenges put deaf students at increased risk of language deprivation, social isolation, and social-emotional development problems. This is particularly salient during secondary education, as students become increasingly aware of social interactions with peers and deepen their social identities. In this case study, we explore how deaf adolescents make sense of their identity and social-emotional experiences in school and investigate how a Deaf-centric space can promote students’ social-emotional wellbeing and positive identity.

Authors

• John S. Pirone, University of Vermont

• Kristabel Stark, University of Vermont