Identity Formation and Influencing Factors in d/Deaf Adolescents and Young Adults: A Qualitative Interview Study

This study sought to use qualitative methods to better understand the identities and factors influencing identity in d/Deaf adolescents and young adults (AYAs) with diverse identities and communication methods.

Semi-structured interviews were conducted with eighteen severely-to-profoundly d/Deaf AYAs (ages 14 to 25). Participants were recruited by audiologists at our institution and by word of mouth. Half of the interviews were conducted in English and half in American Sign Language (ASL) with an interpreter. Three researchers created a codebook and coded the transcripts using inductive logic and grounded theory. Thematic analysis was performed to identify overarching themes.

Through our eighteen interviews and thematic analysis, we found a central theme of identity, primarily centered around (1) deaf versus Deaf identity and (2) positive identity formation. Both categories were influenced by devices, language, school, family, friends and peers, work and passions, intersectionality, and the d/Deaf community. Many participants formed a deaf or Deaf identity or both. In contrast to a paradigm of Deaf versus hearing identity, participants endorsed strong constructs of both Deaf and deaf identity. In this construct, being deaf is not defined by a hearing identity, but by embracing being deaf while using spoken language. Those identifying as culturally Deaf typically used ASL, felt connected to the signing Deaf community, and attended residential schools. The second aspect of identity was positive identity formation, defined as recognizing the benefits of being d/Deaf and being proud of being d/Deaf. We found that strong language acquisition for both spoken and signed language users, as well as family support and d/Deaf community connection, was associated with positive identity formation. Therefore, both those identifying as deaf and Deaf were proud to be d/Deaf.

The AYAs we interviewed were curious about and often actively exploring their identities as a d/Deaf person, even those using spoken language, from hearing families, or with hearing devices. Our study confirmed that many of those using ASL and connected with the Deaf community identified proudly as Deaf. We also found that those with strong spoken language use and family support developed a deaf identity they were proud of. Therefore, in our study, deaf is both a medical term to describe hearing level and an identity. Given our participants' strong interest in identity, clinicians and families could place more emphasis on supporting the development of this d/Deaf identity and fostering positive identity formation through exploration, language, and community.