UC Davis

This study examines the experiences of first-generation Deaf Latinx college students at a large teaching university in Southern California. I draw from Crenshaw’s theory of intersectionality and Deaf LatCrit to analyze the ways racism and audism intersect and impact the educational experiences of Deaf Latinxs in higher education. This thesis is designed as a qualitative study that draws from 10 semi-structured interviews with undergraduate students. My findings uncovered that first, Deaf students are very proud of their Deaf identity despite having to compromise their identity within certain social spaces. Second, the study highlighted an egregious amount of audism perpetuated in the classroom, among students, and in social and cultural events geared towards Latinxs, such as Dia De Lxs Muertxs. Finally, there was proof of racism throughout the Deaf community that manifests itself commonly through microaggressions. Ultimately, these findings illustrate the dire need for institutional change that challenges pedagogical approaches to education and social justice spaces to include and work with Deaf Latinxs. Following these avenues, areas of future study will examine how undocumented Deaf Latinx students in higher education navigate their experiences, and how the framework of disability studies can potentially show a new avenue of theorizing on the Deaf+ and Deaf BIPOC experience.