Identity construction of students with hearing impairment on the University of Education, Winneba campus- a phenomenological study

Abstract

Identity construction and how individuals decide to navigate or portray themselves play an essential role in their communication with other individuals. The hearing impaired population is one group that encounters challenges when it comes to their identity construction in a hearing-dominant environment. This study as a result, seeks to examine the identity construction of students with hearing impairment in relation to their everyday interaction on a university campus (University of Education, Winneba). In this phenomenological study, the researcher purposively selects seven students with hearing impairment from the Special Education Department. With the aid of the Communication theory of identity, the Identity Negotiation theory and related reviewed literature, the researcher examines the identity these students construct in their communication with hearing peers and tutors. The study specifically explores the kinds of identity the students construct, how they negotiate their identity and further identifies the implication their identity has on Deaf or Hard of Hearing discourses. Through the use of interviews and observations, findings reveal that these students construct the Deaf, deaf and bicultural identities; however, the most domineering is the Deaf identity. Although participants express the challenge in fitting in, which is a revelation of identity gaps, they manage to negotiate their way through. Participants revealed that the ultimate means to negotiate in the hearing-domineering environment was through assertion of their identity using mindless behaviour, positive attitude, group association and humour. In addition, participants’ everyday interaction and swing in identity, affirm assertions in deaf discourses such as; the fluid nature of deaf identity, preference of group associations by deaf persons and the stigmatisation and marginalisation of deaf persons. The study concludes that students with hearing impairment construct diverse deaf identities but in a hearing dominating environment, group association identity is most preferred.