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Intersectionality and Autoethnography: DeafBlind, DeafDisabled, Deaf and Hard of Hearing-Latinx Children Are the Future

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Title: Intersectionality and Autoethnography: DeafBlind, DeafDisabled, Deaf and Hard of Hearing-Latinx Children Are the Future
Language: English
Authors: Carla García-Fernández
Source: Journal Committed to Social Change on Race and Ethnicity. 2020 6(1):40-67.
Availability: National Conference on Race and Ethnicity. 3200 Marshall Avenue, Suite 290, Norman, OK 73072. e-mail: JCSCORE.research@gmail.com; Web site: https://journals.shareok.org/jcscore
Peer Reviewed: Y
Page Count: 28
Publication Date: 2020
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Students with Disabilities, Intersectionality, Deaf Blind, Deafness, Hard of Hearing, Multiple Disabilities, Disabilities, Hispanic American Students, First Generation College Students, Student Experience, Epistemology, Equal Education, Decision Making, Educational Practices, Higher Education, Academic Accommodations (Disabilities), Accountability, Language Attitudes, Total Communication, Sign Language, Racial Discrimination, Educational Discrimination, Disability Discrimination, Acculturation
ISSN: 2642-2387
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1467708
Database: ERIC
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  Data: Intersectionality and Autoethnography: DeafBlind, DeafDisabled, Deaf and Hard of Hearing-Latinx Children Are the Future
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  Data: <searchLink fieldCode="AR" term="%22Carla+García-Fernández%22">Carla García-Fernández</searchLink>
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  Data: National Conference on Race and Ethnicity. 3200 Marshall Avenue, Suite 290, Norman, OK 73072. e-mail: JCSCORE.research@gmail.com; Web site: https://journals.shareok.org/jcscore
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  Data: 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.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 28
        StartPage: 40
    Subjects:
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Intersectionality
        Type: general
      – SubjectFull: Deaf Blind
        Type: general
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Hard of Hearing
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      – SubjectFull: Multiple Disabilities
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      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Hispanic American Students
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      – SubjectFull: First Generation College Students
        Type: general
      – SubjectFull: Student Experience
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      – SubjectFull: Epistemology
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      – SubjectFull: Equal Education
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      – SubjectFull: Decision Making
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      – SubjectFull: Educational Practices
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      – SubjectFull: Higher Education
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      – SubjectFull: Academic Accommodations (Disabilities)
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      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Language Attitudes
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      – SubjectFull: Total Communication
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      – SubjectFull: Sign Language
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      – SubjectFull: Racial Discrimination
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      – SubjectFull: Educational Discrimination
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      – SubjectFull: Disability Discrimination
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      – SubjectFull: Acculturation
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    Titles:
      – TitleFull: Intersectionality and Autoethnography: DeafBlind, DeafDisabled, Deaf and Hard of Hearing-Latinx Children Are the Future
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