Asian American Women in STEM in the Lab with "White Men Named John"

Autor/inn/en	Castro, Athena R.; Collins, Christopher S.
Titel	Asian American Women in STEM in the Lab with "White Men Named John"
Quelle	In: Science Education, 105 (2021) 1, S.33-61 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castro, Athena R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21598
Schlagwörter	Asian American Students; Females; STEM Education; Science Experiments; Disproportionate Representation; Doctoral Students; Student Experience + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Weibliches Geschlecht; STEM; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Studienerfahrung
Abstract	Asian American women occupy a paradoxical space within the context of science, technology, engineering, and math (STEM) fields, simultaneously overrepresented as Asian Americans and underrepresented as women. For Asian American female doctoral students, the complex layering and weaving of these intersections involves the constant negotiation of science, racial, and gendered identities. This study explored how the intersections of science, race, and gender shaped their student experiences. We positioned these frameworks not only as mutually constitutive systems but also emphasize science as an epistemology, which informs conceptions of knowledge, the practice of inquiry, and who has epistemic authority. As a qualitative study, we utilized intersectionality theory to explore identity development in the context of STEM environments and grounded theory methods in our analysis. We 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 intersections of science, race, and gender for Asian American female doctoral students in STEM allows a richer, more nuanced exploration of science as it is currently defined and understood and permits the conceptual critique of science to remake STEM environments into more inclusive spaces (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01