Term

Summer 2026

Capstone

Dissertation

Degree Name

EdD

Primary Advisor/Dissertation Chair

Vivian Johnson

Abstract

Black Deaf and Hard of Hearing college students’ current educational experiences are shaped by their lived experiences in high school classrooms. This qualitative study centers the voices and lived experiences of 15 Black Deaf and Hard of Hearing college students. The purpose was to explore how the participants, first-, second-, or third-year college students, made meaning of their high school classroom experiences and how those experiences continued to influence their college experiences. This study was informed by Critical Race Theory, Intersectionality, Disability Studies and Critical Race Theory in Education, and Counter-Narrative.

Data were collected using Seidman’s three-interview series, which required strong commitment and sustained engagement from both participants and the researcher while creating opportunities for deeper reflection and meaning-making. Centering participants’ voices required attention to racial and cultural representation and linguistic competence, including respect for participants’ use of American Sign Language (ASL) and Black American Sign Language (BASL). Participants’ narratives revealed challenges and barriers within their high school classrooms that continued to influence their transition to and experiences within college. Four themes emerged from participants’ meaning-making: self-awareness, resilience, independence, and self-advocacy. Their narratives further demonstrated the importance of belonging, The findings suggest high school classroom experiences can have a lasting influence on how Black Deaf and Hard of Hearing students navigate college, respond to educational barriers, advocate for themselves, and develop a sense of belonging. The implications emphasize the need for educators and administrators to create equitable, culturally responsive, linguistically affirming, and accessible learning environments that recognize students’ racial, cultural, and linguistic identities. Further qualitative research should include larger and more diverse samples and culturally and linguistically competent research practices that authentically center Black Deaf and Hard of Hearing participants’ voices. For signed language qualitative research using a three-interview series, this study recommends using two cameras to record both the participant and researcher, preserving the complete signed interaction and strengthening the accuracy of transcription and interpretation.

Research Methodology

Field Study, Focus Group, Interview

Keywords

ASL, Black, Deaf, Hard of Hearing, Hearing Impaired, Black Deaf college students, counter-narratives, college students, disability, high school classroom experiences, narratives, self-advocacy, belonging, Seidman’s three-series interviews, qualitative interview, BASL, Hearing Impaired

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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