Walking on Gender Tightrope with Multiple Marginalities: Asian International Female Students in STEM Graduate Programs

Autor/inn/en	Lim, Jae Hoon; Wang, Yi; Wu, Tong; Li, Zhi; Sun, Ting
Titel	Walking on Gender Tightrope with Multiple Marginalities: Asian International Female Students in STEM Graduate Programs
Quelle	In: Journal of International Students, 11 (2021) 3, S.647-665 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lim, Jae Hoon) ORCID (Li, Zhi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Foreign Students; Asians; Females; Coping; Racial Differences; Ethnicity; Graduate Students; STEM Education; Gender Bias; Power Structure; College Faculty; Culturally Relevant Education; Cultural Influences; Minority Group Students; Gender Differences; Student Attitudes; Success; Student Experience; Equal Education + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Weibliches Geschlecht; Bewältigung; Rassenunterschied; Ethnizität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; STEM; Geschlechterstereotyp; Fakultät; Cultural influence; Kultureinfluss; Geschlechterkonflikt; Schülerverhalten; Erfolg; Studienerfahrung
Abstract	This phenomenological research explored how Asian female international students (AFISs) understand the role of gender in their program experiences and how they cope with the challenges derived from their multiple marginalities-- gender, foreign nationality, and race/ethnicity. Based on in-depth interviews with 21 Asian female international graduate students enrolled in various science, technology, engineering, and mathematics (STEM) disciplines, we analyzed the ideological undercurrents embedded in their genderblind perspectives and examined their coping strategies in the context of STEM disciplines. Our thematic findings illustrate the participants' multiple marginalities as manifested in the concept of "gender advantage," and the precarious power dynamics and ironic coping strategies that they adopt in undergraduate teaching contexts. This study suggests that STEM educators in higher education understand the multifaceted struggles of AFISs who inevitably embody multiple marginalities in their graduate programs and provide culturally relevant support and advocacy-based professional mentoring. (As Provided).
Anmerkungen	Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01