Intersectionality of Giftedness,Deafness,and Latina Identity: A Narrative Inquiry

Abstract

This narrative inquiry explores how intersecting identities of giftedness, being Latina, and deaf/hard of hearing (DHH) shape educational experiences. Using self-narrative methodology with reflective journaling and Clandinin’s three-dimensional framework, we examined a 22-year-old Mexican American graduate student’s educational journey. Four themes emerged: (1) bidirectional masking effects and environmental adaptation, where hearing loss obscured giftedness while academic success masked accommodation needs, and environmental factors profoundly influenced both identification and performance; (2) advocacy as both individual burden and family intervention; (3) cultural navigation across linguistic and socioeconomic contexts; and (4) resilience through intersectionality transforming challenges into professional strengths. Despite consistently high performance, delayed gifted identification until fourth grade resulted from compounded barriers at identity intersections. Findings reveal systemic gaps in recognizing twice-exceptional students from culturally diverse backgrounds, emphasizing needs for proactive identification practices, environmental optimization, and culturally responsive supports that address unique manifestations of giftedness in students navigating multiple marginalized identities.

Keywords

gifted education twice-exceptional learners deaf and hard of hearing self-narrative methodology

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