Asian and Pacific Islander Women Scientists and Engineers: A Narrative Exploration of Model Minority, Gender, and Racial Stereotypes.
Asian and Pacific Islander Women Scientists and Engineers: A Narrative Exploration of Model Minority, Gender, and Racial Stereotypes.
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亚洲及太平洋岛民女科学家和工程师：对模范少数族裔、性别和种族刻板印象的叙事探索。
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发表时间：
2002
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影响因子：
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通讯作者：
P. Chinn
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作者：
P. Chinn
这项定性研究使用叙事方法来了解成为科学家或工程师对被定型为“模范少数群体”的妇女意味着什么。对四位中国和日本女性的采访集中在科学在教室、家庭和社区中遇到的社会背景上。解释的理论指导下，个人构建个人叙事文化符号系统介导的经验的意义。叙事显示，儒家文化脚本塑造性别期望，甚至在美国的家庭几代人。无论父母的教育水平、出生国和子女数量如何，女儿的教育期望和资源都较低。父母希望女儿顺从，有女人味，受过足够的教育，可以结婚。研究结果表明，K-12性别平等科学实践鼓励妇女的兴趣和能力的发展，但不影响父母的信念。作者1999年的夏威夷/太平洋岛民和菲律宾女工程师的研究包括在教师教育方案对性别，文化，种族和语言敏感的影响。© 2002 Wiley Periodicals Inc. J Res Sci Teach 39：302-323，2002
This qualitative study uses narrative methodology to understand what becoming a scientist or engineer entails for women stereotyped as “model minorities.” Interviews with four Chinese and Japanese women focused on the social contexts in which science is encountered in classrooms, families, and community. Interpretation was guided by theories that individuals construct personal narratives mediated by cultural symbolic systems to make meaning of experiences. Narratives revealed that Confucian cultural scripts shaped gender expectations even in families several generations in America. Regardless of parents' level of education, country of birth, and number of children, educational expectations, and resources were lower for daughters. Parents expected daughters to be compliant, feminine, and educated enough to be marriageable. Findings suggest K–12 gender equity science practices encouraged development of the women's interests and abilities but did not affect parental beliefs. The author's 1999 study of Hawaiians/Pacific Islander and Filipina female engineers is included in implications for teacher education programs sensitive to gender, culture, ethnicity, and language. © 2002 Wiley Periodicals Inc. J Res Sci Teach 39: 302–323, 2002