Defying the Gravity of Oppressions: Language Deprivation and Empowering Deaf Learners from Marginalized Communities

Language deprivation remains a pervasive yet often overlooked form of educational inequity, disproportionately affecting BIPOC Deaf students who navigate multiple layers of oppression within public school systems. This study critically examines the long-term consequences of language deprivation on academic achievement, identity development, and socio-emotional well- being. Through the lived experiences and insights of BIPOC Deaf teachers, this study highlights the intersectional barriers these educators have faced and the systemic failures that continue to marginalize Deaf students of color. Grounded in Dis/Ability Critical Race Studies, Deaf-LatCrit, Transformative Theory, and Sociocultural Theory, the study provides actionable recommendations for public schools, including the need for bilingual ASL-English education, culturally affirming pedagogies, cultural sensitivity, and policy reforms that center the voices of BIPOC Deaf educators and students. By addressing these systemic inequities, this research advocates for a more inclusive and linguistically just educational landscape.