Irene W. Leigh is Professor Emerita of Psychology at Gallaudet University. As a life-long deaf individual, parent of two children (one deaf and one hearing), and a psychologist specializing in services to deaf and hard-of-hearing persons, her research interests cover the measurement of depression among deaf people, identity and multiculturalism, parenting, parent-child attachment, and cochlear implants. She is a former Associate Editor for the Journal of Deaf Studies and Deaf Education and a Fellow of the American Psychological Association (APA). She has received various awards for her work, including the APA Committee on Disability Issues in Psychology's Distinguished Contributions Award and ADARA's Boyce R. Williams Award for Outstanding Achievements in the Field.

Catherine A. O'Brien is Associate Professor at Gallaudet University. She began her career as a science, special education, and physical education teacher, and she received her doctoral degree in 2011 in Educational

Leadership and Policy Analysis from the University of Missouri. At Gallaudet, she spent two years as the first I. King Jordan Chair Fellow, studying five schools for the deaf to expand her research base. Her research interests include school culture, culturally relevant leadership, principal preparation, deaf culture, social justice, and improving educational outcomes for deaf children. Her work has been published in numerous journals and edited volumes.

• Table of Contents


• Preface and Acknowledgments


• Chapter 1. Deaf Identities: A Maturing Framework


• Irene W. Leigh


• Chapter 2. Sociological Perspectives on Deaf Identities


• Leala Holcomb, Thomas Horejes, Joseph Santini, and Oscar Ocuto


• Chapter 3. Identity, Ethics and the Deaf Community


• Teresa Blankmeyer Burke


• Chapter 4. Religion and Deaf Identity


• Noah Buchholz and Rabbi Darby Jared Leigh


• Chapter 5. Lessons Learned: How Studying Cochlear Implantation Reveals the Context in Which d/Deaf Identities Are Formed


• Laura Mauldin


• Chapter 6. The Impact of Identity on Culturally Responsive School Leadership: Leaders of Schools and Programs for the Deaf


• Catherine A. O'Brien


• Chapter 7. The Body as a Canvas: Developing a Deaf Bodily Habitus in Deaf Signing Preschools


• Patrick Graham and Joseph Tobin


• Chapter 8. Identity Positioning and Languaging in Deaf-Hearing Worlds: Some Insights from Studies of Segregated and Mainstream Educational Settings


• Sangeeta Bagga-Gupta


• Chapter 9. Minimizing the Impact of Language Deprivation and Limited Access to Role Models on Deaf Identity Development in Children and Adults: Global Perspectives for Positive Change


• Goedele A.M. De Clerck and Debbie Golos


• Chapter 10. Intersectionality- Beyond the Individual: A Look into Cultural Identity Development of Deaf and Hard-of-Hearing Children of Multicultural "Hearing" Families


• Cheryl Wu and Nancy Grant


• Chapter 11. Stories in the Building of Deaf Identity: The Potential of Storytelling to Enhance Deaf Flourishing and Well-Being


• Goedele De Clerck


• Chapter 12. Examining the Intersectionality of Deaf Identity, Race/Ethnicity, and Diversity through a Black Deaf Lens


• Lindsay Moeletsi Dunn and Glenn B. Anderson


• Chapter 13. Deaf and Queer at the Intersections: Deaf LGBTQ People and Communities


• Cara A. Miller and Kyle Amber Clark


• Chapter 14. On (Always) Passing


• Brenda Jo Brueggemann


• Chapter 15. In Between Spiderman and the Incredible Hulk: Crises of Collage, Mutating Identities, and Collective Subjectivities


• Joseph Michael Valente


• Chapter 16. Looking through the Kaleidoscope: A Metaphor for Convergences of Identities


• Denise Thew Hackett


• Chapter 17. Concluding Thoughts: Expanding the Frontier


• Catherine A. O'Brien and Irene W. Leigh


• Endnotes