This article explores the ways in which deaf college students who are members of minority racial groups think about and describe their identities. In-depth, semistructured interviews with 33 deaf students of Asian American, Hispanic American, and African American background were analyzed for themes regarding the self-reported identities of respondents. Results suggest that each person is a constellation of many parts, some of which are stronger than others but any of which can be drawn out in response to a particular set of circumstances, resulting in a contextual and interactive model of identity. Four factors are described as central to this "intraindividual" model: individual characteristics, situational conditions, social conditions, and societal conditions. Additionally, the model includes a biographical component reflected in changes in identity that occur over time. Findings are discussed as they relate to identity theory. The article is concluded with recommendations for further research, as well as considerations for educators and counselors of deaf minority students.

This article explores how students who are deaf and their instructors experience mainstream college classes. Both quantitative and qualitative procedures were used to examine student access to information and their sense of belonging and engagement in learning. Instructors were asked to discuss their approach to teaching and any instructional modifications made to address the needs of deaf learners. Results indicate that deaf students viewed classroom communication and engagement in a similar manner as their hearing peers. Deaf students were more concerned about the pace of instruction and did not feel as much a part of the 'university family' as did their hearing peers. Faculty generally indicated that they made few if any modifications for deaf students and saw support service faculty as responsible for the success or failure of these students. We discuss results of these and additional findings with regard to barriers to equal access and strategies for overcoming these barriers.

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A qualitative study of deaf graduates of Rochester Institute of Technology in New York State who became supervisors in primarily hearing work settings found that having a mentor was a primary and persistent element in their career success. In the deaf individual's early years, generally it was a family member or teacher who conveyed a belief in that individual's abilities, encouraged effort, and helped instill self-esteem and confidence. Parents were often their strongest advocates, and teachers were their advisors and facilitators. In the work setting, a supervisor or coworker often served as a mentor by coaching, advising, and teaching the individual what they needed to know to succeed on the job. In many ways, these "informal" mentors provided the foundation that enabled the deaf individual to break through what are often barriers to career success despite their skills and abilities. The various forms of mentorship and their impact on deaf college graduates are explored.