Integration of deaf people into the society of hearing is productive when they can maintain their connection with the world of the deaf or emotional and social support. Identity is considered as a specific psychological resource or protective factor that allows a deaf person to live in the world of the hearing. Comparison of different types of acculturation allow to select the most effective types and define the meaning of "cultural anchor" for a deaf person. We studied 137 deaf and hard on-hearing students in different educational situations. In the context of the identity-related discussion we studied the personality characteristics in deaf and hard on-hearing students (Big Five –Costa & McCrae, TRF – Becker), coping-behavior (WCQ - Lazarus &Folkman) and other factors associated with deafness depending on the students’ self-identification type (Self-Esteem and Coping strategies - Jambor& Elliott, 2005). The results of analysis showed that the degree of hearing loss played a crucial role. People with smaller violations, and attributing themselves to the “world of the hearing” had good persona resources, actively used strategies, problem-solving, acceptance of responsibility, positive revaluation, however, they were less emotional, and people with more severe loss, who identified themselves with the deaf culture and using only sign language, lived n a specific “deaf environment” that does not test their self-esteem. "Bicultural affiliation" was the most effective in terms of adaptation. They were distinguished by good mental health, a wide coping repertoire connected with the experience of living "for the deaf among the hearing and among the deaf." The lack of belonging to certain culture (marginality) leads to personality disintegration and desadaptation: deaf and hard-of-hearing students with marginal identification had a lower level self-esteem, worse psychological health and personal resources, and the lowest level of extroversion, self-confidence and life satisfaction.