Literaturnachweis - Detailanzeige
| Autor/in | Ashlee, Aeriel Anderson |
|---|---|
| Titel | Neither, nor, Both, between: Understanding Transracial Asian American Adoptees' Racialized Experiences in College Using Border Theory |
| Quelle | (2019), (191 Seiten)
PDF als Volltext Ph.D. Dissertation, Miami University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3921-2559-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Asian American Students; Adoption; Student Experience; Racial Differences; Whites; Racial Identification; Theories; College Students |
| Abstract | Transracial Asian American adoptee collegians, who for the purposes of this study are Asian Americans raised in and by White adoptive families, are largely absent within college student development and higher education research. Much of the literature on Asian American racial identity referenced in higher education foregrounds familial, ethnic, and cultural factors in racial identity development, which may not resonate with or apply to transracial Asian American adoptees. The purpose of this study was to examine how transracial Asian American adoptees describe and make sense of their race in college and explore how power shapes participants' constructions of race. To do this, I conducted a poststructural narrative study using Thinking with Theory as my data analysis strategy. I interviewed 12 transracial Asian American adoptee collegians, completing two interviews with each participant. By "plugging in" and iteratively moving between transcript data, Anzaldua's (1987) "Borderlands/La Frontera: The New Mestiza," Trenka's (2003) memoir "The Language of Blood," and my own researcher positionality as a transracial Asian American adoptee and adoption scholar, I explored the ways that Border Theory and Trenka's articulation of "neither, nor, both, between" opened new meanings and understandings for how transracial Asian American adoptees describe and make sense of their race in college. Participants' narratives reveal the breadth and nuance of transracial Asian American adoptee collegians' racialized experiences and perspectives. I also identified four emerging assemblages (collections of experiences) across and between participants' narratives, which indicate that participants experienced feeling: (1) Neither Asian, (2) Nor White, (3) Both Model Minority and Perpetual Foreigner, and (4) Between Races. These assemblages demonstrate how transracial Asian American adoptees push the boundaries of who is and is not considered legitimately Asian; challenge the limits of who can and cannot access White privilege; trapeze the line between model minority and perpetual foreigner, simultaneously reifying and rejecting both stereotypes; and ultimately blur the confines between what it means to be Asian and White respectively. This study has important implications for student affairs theory and practice including the expansive and liberatory potential of poststructural perspectives, such as Border Theory, in student affairs research. This study also serves as an invitation to student affairs scholars and practitioners to (re)consider hegemonic notions of racial identity as finite and rigid. Furthermore, this study advances the discussion on dominant discourses of racial essentialism and racial authenticity and how they inform educators' thinking, perceptions, and thus, support of college students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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