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Master Document Template Copyright by Carla Marie García-Fernández 2014 The Dissertation Committee for Carla Marie García-Fernández certifies that this is the approved version of the following dissertation: Deaf-Latina/Latino Critical Theory in Education: The Lived Experiences and Multiple Intersecting Identities of Deaf-Latina/o High School Students Committee: Luis Urrieta, Supervisor Keffrelyn Brown Noah De Lissovoy Tom Humphries Angela Valenzuela Deaf-Latina/Latino Critical Theory in Education: The Lived Experiences and Multiple Intersecting Identities of Deaf-Latina/o High School Students by Carla Marie García-Fernández, B.S.; M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2014 Dedication To my parents, Charles and Alice Garcia, who believe in the importance of education. With education in mind, you sacrificed the house you built with your own hands on the land of your dreams. My lifetime personal and academic success is a testament to your self-sacrifice, patience, support, prayer and unconditional love. For that, I cannot thank you enough. To you, I dedicate this dissertation. Acknowledgements This dissertation would not have been possible without the help of so many people in different ways. I count each of their contributions as a blessing. I want to take this time to thank the Deaf-Lat students who courageously participated in this work, and their parents who opened their homes full of stories and love. Your personal stories will be deeply treasured. My data collection would not have been possible without the support of the administrative and operation staff at the Rainy State School for the Deaf. Thank you. I am forever grateful to my dissertation committee listed below who are in their field for the love of teaching and for social justice. I thank you for carving out a safe space for me as I charted out new territory with Deaf-LatCrit. You also offered genuine support personally and professionally. Dr. Keffrelyn Brown- Your knowledge and expertise in the area of qualitative research and social justice helped me design my study. I am thankful for all the feedback and wisdom you have given to me. Dr. Noah De Lissovoy- To understand me and the Deaf world, you genuinely took time to learn through readings, dialogue and inquiries. You not only listened empathically but you also challenged me with provoking questions. Dr. Tom Humphries- You assisted me with your feedback on Deaf-related issues and with your wisdom as I explored my positionality as a researcher. Dr. Angela Valenzuela- You walked your talk with caring. You gave me many words of encouragement. You once reminded me that as students of color, we should not forget to take care of our health. Thank you, Tia. Dr. Luis Urrieta- Your willingness to be my doctoral advisor and the chair of my dissertation committee showed your belief in me. Thank you for all your insights, encouragement, and feedback as I pursued the topic of intersectionality and as I attempted to make sense of my multiple intersecting identities. So often you made me feel at home, especially time with your beautiful family. I cannot ask for a better mentor. Gracias! I wish to express my appreciation for the support I received at the University of Texas at Austin throughout my doctoral years and dissertation. I am immensely blessed to be part of the Cultural Studies in Education family taught by awesome v professors who are activists for social justice at heart. I am also grateful to student colleagues for their friendship and encouragement: Andrea, Alma, Aurora, Chris, Corina, Ganiva, Guadalupe, Racheal, and Sue. Sí se Puede! Many thanks as well to the Center of Mexican American Studies at the University of Texas for the dissertation fellowship, and to the Gallaudet University Alumni Association for the graduate fellowship fund I received which tremendously helped with the completion of this study. I am grateful to Nancy Elder, Head Librarian at the Life Science Library, for her time showing me tricks with the Endnote program and particularly trying to fix problems under a pressing deadline. I am also grateful to Audrey Ulloa, one of staff interpreters who I consider a true friend and an ally, for listening empathically as I vented my frustration about the declination of culturally responsive interpreters/ trilingual interpreters for my classes and my personal pain as I explored my multiple intersecting identities. Last but not least, much gratitude goes to my circle of family who provided consistent support. I am forever grateful to my beloved husband, Rogelio. I would not have accomplished my doctoral program without your constant support. Other than my Deaf identity, you have witnessed firsthand the whirlwind of my emotions and millions of tears as I attempted to make sense of my other multiple identities. I thank you from bottom of my heart for your constant patience, encouragement and love. Ethan and Lucas, your constant hugs, patience, cheers and love are invaluable. Many thanks also go to Rogelio’s family: Rogelio, Feliticitas, Cecilia and Rocio and their families who wait patiently while I was away at my desk. You all also took care of Ethan and Lucas when Rogelio needs your support. Mom, Dad, Tim, Amanda, Robert, Eldora, John Paul, Charity and Sincerity and their families, all your words of encouragement, prayers and love gave me strength. Thank you from the bottom of my heart. Sonia- You took care of Ethan and Lucas on some days for few hours. You also listened to me as I attempt to make sense of who I am and the journey I caught myself in. Thank you! vi Deaf-Latina/Latino Critical Theory in Education: The Lived Experiences and Multiple Intersecting Identities of Deaf-Latina/o High School Students Carla Marie García-Fernández, Ph.D. The University of Texas at Austin, 2014 Supervisor: Luis Urrieta Deaf-Latina/Latino Critical (Deaf-LatCrit) Theory in Education is a new theoretical proposition for this qualitative study. Deaf-LatCrit recognizes and validates Deaf-Lat epistemology and challenges the topic of racism and linguicism in educational research. This study explores the multiple identities and experiences of five Deaf-Latina/o (Deaf-Lat) high school students. Deaf-Lat students reside at a residential school for the Deaf, “Rainy State School for the Deaf” (RSSD), during the week and go home for the weekend, traversing from the margin to the center of educational scholarship and discourses. The intention of this research is to explore the singular Deaf identity discourse and its inter-group diversity in the field of Deaf Studies, particularly in education. vii This study examines the main question: What are the intersectional identities and experiences of high school Deaf-Lat students enrolled in a residential school for the Deaf? The methods include demographic questionnaires, semi-structured interviews, participant observations, and cultural documents/artifacts. Using Deaf-LatCrit ethnographic techniques, the researcher worked with Deaf-Lat students and their families for over one year at each Deaf- Lat student’s home and RSSD. This study emerges with two themes: cultural-emotional ties and microaggressions. First, it discusses how Deaf-Lat students’ cultural-emotional ties in certain spaces make reference to their multiple intersecting identities. The second theme discusses how Deaf-Lat students experience multiple microaggressions and how their agentic behaviors help them cope. The findings suggest the need to look beyond Deaf identity by embracing the multiple intersectional race, class, gender and sexual orientation identities of Deaf-Lat students, particularly in schools. Understanding the experiences and overlapping identities of Deaf-Lat students can promote that residential school administrators and classroom teachers explore into their privilege(s) and learn about the history of institutional and individual racism and linguicism. These findings can push for the creation of safe spaces for Deaf-Lat students in the field of education and other multiple disciplines. viii Table of Contents Acknowledgments ................................................................................................ v Abstract .............................................................................................................. vii List of Figures ................................................................................................... xiv Chapter One: Introduction .................................................................................... 1 (Un)safe Spaces- Nepantla –Multiple Intersectionality Clashes ................ 2 Decolonizing Dysconscious Racism: Towards a New Consciousness ...... 6 Problem Statement ................................................................................... 8 Theoretical Framework ........................................................................... 10 Research Questions ................................................................................ 13 Significance of this Study ........................................................................ 13 Organization of the Study ........................................................................ 15 Chapter Two: Review of Literature..................................................................... 18 History of Deaf Education........................................................................ 18 Hearing vs. Deaf
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