Disability Identity Development in Deaf Youths

Background and purpose

A growing body of literature has demonstrated the importance of forming Deaf identity of deaf adults.
It has been reported that various problem behaviors including obsession, depression, stress, and anxiety have decreased as deaf adults form positive Deaf identity. However, previous studies have showed that the identity of deaf youths mainly focus on the cultural aspect of Deaf identity without specifically discussing how it has a decisive impact on adapting to developmental tasks in their lifetime. To provide social services that meet the needs of deaf people, it is important to understand disability identity development experience of deaf youths, using qualitative research. The study question is as follows: “How do deaf youths develop their disability identity?”

Methods

Using a hermeneutic grounded theory, data were collected through semi-structured interviews with 10 Korean deaf youths whose first language is spoken language (aged 20-24). The empirical data were systematically analyzed from open coding process through continuous questioning and comparative analysis. Trustworthiness of the research was examined by application of Guba and Lincoln’s criteria such as truth value, applicability, consistency, and neutrality.

Findings

As a result of analysis, the main 6 categories appeared as follows: “Living without accepting disability”, “Becoming aware of disability”, “Identity confusion between the Deaf and the hearing”, “Accepting Deaf identity”, “Accepting disability identity on one’s own accord”, and “Experiencing persistent stress regardless of accepting disability/Deaf identity.” This study showed that some of participants who received mainstream education while growing up have lived their lives without accepting their disability and regarded themselves as hearing people. Entering universities, they became more aware of their disabilities from experiencing limitations in communication with hearing youths. Some participants denied their disability and suffered an inferiority complex. When they met Deaf adults who use sign language, they experienced identity confusion between the Deaf and hearing people, ending up with a sense of belonging to neither. Those who overcame the confusion successfully became more aware of who they were and developed a ‘Deaf identity.’ Some participants, who had never encountered Deaf culture but accepted their limitations and adapted to reality, formed ‘disability identity.’ The participants who accepted their disabilities via any route went beyond simple acceptance and became more proactive, coming out to people, finding psychological stability, and demanding for their rights. However, this study also demonstrated that deaf adults still have continuous interpersonal stress regardless of whether they accept disability/Deaf identity.

Conclusion and Implications

Unlike previous studies that approached disability identity as a fixed concept or focused on Deaf identity on a cultural level, this study explored disability identity on both psychological and sociopolitical levels to understand the various circumstantial contexts in which disability identity emerges. It is also important to note that disability identity had a significant effect on deaf youths’ interpersonal relationship with hearing youths. The results of this study provide the need for developing and implementing mentoring program for deaf adults receiving mainstream education by providing deaf mentors as positive models.