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Science, Race, and Gender : = Exploring the Lived Experiences of Asian American Female Doctoral Students in STEM Fields.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Science, Race, and Gender :/
Reminder of title:	Exploring the Lived Experiences of Asian American Female Doctoral Students in STEM Fields.
Author:	Castro, Athena R.
Description:	1 online resource (296 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Asian American studies. -
Online resource:	click for full text (PQDT)
ISBN:	9780438180567

Science, Race, and Gender : = Exploring the Lived Experiences of Asian American Female Doctoral Students in STEM Fields.
Castro, Athena R.

Science, Race, and Gender :Exploring the Lived Experiences of Asian American Female Doctoral Students in STEM Fields. - 1 online resource (296 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D./HE)--Azusa Pacific University, 2018.

Includes bibliographical references

Previous studies focused on women of color in science, technology, engineering, and mathematics (STEM) fields have effectively neglected Asian American women because Asian Americans are well represented in STEM fields. Reflective of the invisible and model minority stereotypes, Asian Americans are often cast as high-achieving students, irrelevant in discussions about social and educational mobility. My primary purpose for this study was to capture the nuances of the Asian American female doctoral students experience through the lens of their gendered, racial, and science identities. The central research question was, therefore: How does the intersection of science, race, and gender shape the student experience for Asian American female doctoral students in STEM fields? This study hinges on critically examining 3 foundational areas: science, race, and gender as socially constructed systems as well as frames of identity utilizing philosophy of science as my conceptual framework and intersectionality as the theoretical framework. As a qualitative study, I employed hermeneutic phenomenological methods and interviewed 23 women who self-identified as Asian Americans and were either currently in a doctoral program or were within 5 years of earning their degrees in STEM fields. Examining the process of identity development in the context of the environment revealed the interrelated axes of power which operate to constrain and marginalize Asian American women within the institutionalized power structures manifested in science. The findings suggest that the campus environment and family dynamics converged to profoundly shape student identities. Despite negative experiences combatting gender and racial stereotypes, most students continued to exhibit optimism and hope for the future.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438180567Subjects--Topical Terms:

1181012
Asian American studies.
Index Terms--Genre/Form:

554714
Electronic books.

Science, Race, and Gender : = Exploring the Lived Experiences of Asian American Female Doctoral Students in STEM Fields.
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504 $a Includes bibliographical references
520 $a Previous studies focused on women of color in science, technology, engineering, and mathematics (STEM) fields have effectively neglected Asian American women because Asian Americans are well represented in STEM fields. Reflective of the invisible and model minority stereotypes, Asian Americans are often cast as high-achieving students, irrelevant in discussions about social and educational mobility. My primary purpose for this study was to capture the nuances of the Asian American female doctoral students experience through the lens of their gendered, racial, and science identities. The central research question was, therefore: How does the intersection of science, race, and gender shape the student experience for Asian American female doctoral students in STEM fields? This study hinges on critically examining 3 foundational areas: science, race, and gender as socially constructed systems as well as frames of identity utilizing philosophy of science as my conceptual framework and intersectionality as the theoretical framework. As a qualitative study, I employed hermeneutic phenomenological methods and interviewed 23 women who self-identified as Asian Americans and were either currently in a doctoral program or were within 5 years of earning their degrees in STEM fields. Examining the process of identity development in the context of the environment revealed the interrelated axes of power which operate to constrain and marginalize Asian American women within the institutionalized power structures manifested in science. The findings suggest that the campus environment and family dynamics converged to profoundly shape student identities. Despite negative experiences combatting gender and racial stereotypes, most students continued to exhibit optimism and hope for the future.
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