Date of Award

8-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Executive Leadership

First Supervisor

Dr. Daniele Lyman-Torres

Second Supervisor

Dr. Cynetra Ferguson

Abstract

The purpose of this study was to explore and illuminate the lived experiences of African, Latinx, Asian, Arab, and Native American (ALAANA) sign language interpreters (SLIs) within interpreter education programs (IEPs) and the interpreting field. American Sign Language (ASL), the dominant sign language taught in IEPs across the United States, has been shown to overshadow Indigenous Sign Languages (ISLs), a phenomenon often referred to as “ASL colonialism.” Critical constructivism served as the foundational framework in this narrative analysis qualitative study to examine how ALAANA SLIs navigated, resisted, and reimagined their professional identities amid limited exposure to ISLs. Semi-structured interviews were conducted with 10 ALAANA SLIs, and three themes emerged from the data analysis: (a) identity suppression, (b) cultural appreciation, and (c) representation. The findings revealed limitations within IEPs in creating environments where ALAANA SLIs could be fully present as themselves. Despite limited visibility, participants demonstrated profound resilience, underscoring the importance of IEP reform and increased support. The results further indicated that the culture of the IEPs played a significant role in shaping ALAANA SLIs’ identity formation beyond their restricted exposure to ISLs. However, such exposure remains essential for fostering cultural competency and supporting language access for diverse, linguistically D/deaf communities. Vicarious marginalization and an intersectionality framework were highlighted to further contextualize ALAANA SLIs’ identities. Recommendations were offered for future research, IEPs, SLIs, and interpreting organizations.

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