The Burden of Being "Model": Racialized Experiences of Asian STEM College Students

Autor/inn/en	McGee, Ebony O.; Thakore, Bhoomi K.; LaBlance, Sandra S.
Titel	The Burden of Being "Model": Racialized Experiences of Asian STEM College Students
Quelle	In: Journal of Diversity in Higher Education, 10 (2017) 3, S.253-270 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000022
Schlagwörter	Asian American Students; College Students; Ethnic Stereotypes; High Achievement; STEM Education; Asians; Racial Bias; Phenomenology; Student Experience; Stress Management; Cultural Influences; Qualitative Research; Coding; Student Attitudes; Interviews + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Collegestudent; National stereotype; Nationales Stereotyp; STEM; Asian; Asiat; Asiatin; Asiaten; Asiate; Racial discrimination; Rassismus; Phenomenological psychology; Phänomenologie; Psychologie; Studienerfahrung; Stressmanagement; Stressbewältigung; Cultural influence; Kultureinfluss; Qualitative Forschung; Codierung; Programmierung; Schülerverhalten; Interviewing; Interviewtechnik
Abstract	This qualitative study used narrative methodology to investigate what becoming a scientist or engineer entails for Asian and Asian American college students stereotyped as "model minorities." We present the narratives of 23 high-achieving science, technology, engineering, and mathematics (STEM) college students who self-identified as Asian or Asian American as they focused on the social contexts in which they encountered racialized bias in their academic environments. This study was guided by epistemological and methodological assumptions and beliefs, which influence how the data were interpreted, analyzed, and reported and were based on a 5-step phenomenological research design. Results included how these students experienced, negotiated, challenged, and managed distress from externally imposed stereotypes. The students constructed personal narratives mediated by symbolic cultural systems to make meaning of their experiences, which more often disputed than confirmed the model minority stereotype. This research has larger implications for STEM college education programs throughout the United States, which should not simply accept the normalization of successful Asian STEM students without robust understanding of the stereotypes they endure. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01