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ERIC Number: ED566001
Record Type: Non-Journal
Publication Date: 2013
Pages: 238
Abstractor: As Provided
ISBN: 978-1-3036-9570-4
Deaf/LGBTQ Intersectional Invisibility in Schools: The Lived Experiences of Deaf Lesbian Students of Color at a School for the Deaf
Dunne, Courtney M.
ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania
Historically, American society has had conflicting views on the nature and nurture of Deaf people and Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) people. In the context of majority cultures and societies in history, the reality of Deaf and LGBTQ people's lives has often been summarized in general terms such as invisibility and oppression. With a growing body of literature around the challenges facing these two marginalized groups, discourse has focused on what constitutes normal and abnormal. Whether working from critical, multicultural, or queer, theoretical perspectives, scholars seem to agree that oppression is a dynamic in which certain ways of being (i.e. having certain identities) are privileged in society while others are marginalized. While these two communities have experienced a strikingly similar history of oppression and invisibility based on deeply rooted cultural and social inequalities, they are rarely looked at together in the context of education. Using principles of feminism through the framework of practitioner research, this dissertation explores the lived experiences of three Deaf/Lesbian students of color in a school for the Deaf on the East Coast. Through qualitative methods, including individual and focus group interviews, observation and fieldnotes, surveys, a research journal and document review, information was gained on students' experiences with intersectionality at home and in school. Data analysis was a reflexive process occurring concurrently to observations and interviews. Methods of analysis included identifying categories, coding for patterns and themes, and the use of member checks and external validity checks. Emerging from this study are underlying issues central to the concept of visibility. Key findings from this study reveal that 1) students perceive the school environment to be safe and supportive; 2) there is a need with the school to address language and discourse around issues of difference and normalcy; and 3) students' experiences with intersectionality are contextualized. Through a lens of intersectional invisibility, this study illustrates the need to further expand educators' knowledge about fostering anti-oppressive environments within schools for the deaf. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A