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Navigating the Third Space: Bridging Educational Gaps Within Mainstream Society for Black Deaf Students
Abstract
This chapter examines systemic barriers affecting Black Deaf students in educational settings and presents evidence-based strategies for building inclusive, equitable pathways to academic and career success. Grounded in intersectional frameworks, it integrates concepts such as psychological safety (Edmondson, 1999), Third Space (Bhabha, 1994), Appreciative Peer Mentorship, and the CREEEPP framework to challenge deficit-based models. Through personal narrative and community-engaged scholarship, the author underscores the importance of culturally responsive teaching, early language acquisition, and neuroinclusive design. Policy recommendations call for increased professional development, representation, and school-university-community partnerships. With actionable insights and data-informed practices, the chapter urges a reimagining of learning environments where Black Deaf students are affirmed, empowered, and equipped to thrive. It offers a roadmap for dismantling structural inequities through leadership, mentorship, and culturally sustaining practices.
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