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1. Being Asian American Women Scientists and Engineers in the United States: Intersection of Ethnicity and Gender

   https://doi.org/10.1177/00027642221078510  

   Varma, Roli (March 2022, American Behavioral Scientist)

   A high level of educational and occupational achievements in science and engineering (S&E) in the US has changed the image of Asian Americans from the “yellow peril” to a “model minority.” Behind this new identity is the belief that Asian Americans as a group have equaled, if not surpassed, the standards of success set by White America in S&E. It is further assumed that Asian American women are advancing equally in S&E. The reality is that they are over-represented as Asian Americans but under-represented as women in S&E occupations. They experience challenges associated with both, their ethnicity and gender. They face “double bind”—a term used for women of color who simultaneously experience sexism and racism in S&E. This paper presents Asian American women’s unique situations within S&E organizations, with a particular focus on high-technology industry, where most of them are employed. It focuses on their identities and socio-cultural categorizations. 

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2. Intersection of Race and Gender on Leadership Formation of Undergraduate Engineering Students

   Lilley, Carmen M. (January 2021, American Society of Engineering Education (ASEE) 2021 Collaborative Network for Engineering and Computing Diversity (CoNECD))

   null (Ed.)

   This project explores the leadership beliefs, experiences, and knowledge/skills of undergraduate engineering students who have self-identified as having leadership experience at a Research I minority serving institution for Asian Americans and Native Americans, as well as a Hispanic Serving Institution. Thirty-two undergraduate engineering students with self-identified leadership experience were recruited from the College of Engineering across the various majors. In this paper, the perspective of how students described their self-identities and the emerging categories of negative leadership experiences that act as external stressors is presented and discussed specifically for the students that identified as belonging to an underrepresented minority group, including those that were multiracial. The research illustrates how nuances need to be explored to understand how intersectionality of critical race theory with feminist theory increases the complexity of creating an inclusive logic model that can be incorporated into a theory of change that increases academic and professional success of engineers as future leaders within an organization. 

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3. Intersection of Race and Gender on Experiences of Undergraduate Engineering Students in Leadership Roles

   Lilley, Carmen (January 2020, American Society of Engineering Education 2020 Annual Conference)

   null (Ed.)

   This project explores the leadership beliefs, experiences, and knowledge/skills of undergraduate engineering students who have self-identified as having leadership experience at a Research I minority serving institution for Asian Americans and Native Americans, as well as a Hispanic Serving Institution. Thirty-two undergraduate engineering students with self-identified leadership experience were recruited from the College of Engineering across the various majors. In this paper, the perspective of how students described their self-identities and the emerging categories of negative leadership experiences that act as external stressors is presented and discussed specifically for the students that identified as belonging to an underrepresented minority group, including those that were multiracial. The research illustrates how nuances need to be explored to understand how intersectionality of critical race theory with feminist theory increases the complexity of creating an inclusive logic model that can be incorporated into a theory of change that increases academic and professional success of engineers as future leaders within an organization. 

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4. Discovering our "We": Marginalization as Connection between International STEM Faculty and their Black and Brown Doctoral Mentees

   https://doi.org/10.18260/1-2--44789  

   Merriweather, Lisa; Howell, Cathy; Gnanadass, Edith (February 2023, 2023 Collaborative Network for Computing and Engineering Diversity)

   International faculty have a strong presence in STEM university educational programming. They represent the second largest demographic, after White faculty, among STEM faculty in US universities, the majority of which are from Asian countries such as China, South Korea, and India, surpassing by large margins racially minoritized domestic faculty including Black Americans, Latine, Native Americans, Native Pacific Islanders, and Native Alaskans (NSF, 2022). These demographics mirror that of STEM doctoral students with White students occupying the largest share, followed by Asian students (international and domestic). Because of this, the National Science Foundation determined that Black Americans, Latine, Native Americans, Native Pacific Islanders, and Native Alaskans were underrepresented in STEM education and occupations. It should come as no surprise that the majority of these racially minoritized students engage in cross-cultural mentoring. While much attention has been devoted to cross-cultural mentoring with White faculty, less has been paid to cross-cultural mentoring with international faculty. International faculty, especially Asian, often occupy a peculiar space as they are often viewed through the model minority lens while also being cast as sufficiently different based on white hegemonic norms (Author, 2021). They are subjected to acceptance for their presumed STEM gifts and talents on one hand, while on the other hand being subjected to marginalization emanating from their home language, accents, and culture (Herget, 2016). International faculty may face isolation and bias in ways similar to their racially minoritized students. Literature is relatively silent on international faculty's doctoral mentoring perceptions and if shared experiences of marginalization are leveraged to enhance the quality of cross-cultural doctoral mentorships between international faculty and Black and Brown students and This paper explores the perceptions of mentoring of international STEM doctoral faculty at three US universities in the southeast. Data were extracted from a larger multiple embedded qualitative case study (Yin, 2018) utilizing interviews with 18 international faculty from three US institutions in the southeast and a survey. Constant comparative inductive analysis was employed to develop findings. The findings suggest that international faculty often share cultural attitudes not much different than their White faculty counterparts, attitudes that reflect anti-Black racism (Gordon, 1995; Dumas & ross, 2016). The findings also reveal an assumption of science neutrality, lacking criticality in understanding science from broader epistemological foundations. Finally, the findings indicate that pragmatic concerns are prioritized over sociocultural and sociopolitical ones that may impact US racially minoritized doctoral students, resulting in international faculty failing to appreciate how their experiences of marginalization can result in empathic connections to their marginalized students. The implications implore STEM education to reimagine STEM doctoral education and mentoring as "holistic and embedded in and accountable to cultural imperatives" (Author, 2022). International faculty should become more aware of ways in which implicit bias fueled by anti-Black racism negatively impacts their Black and Brown doctoral mentees. STEM faculty development education should consider ways to assist international faculty with better connecting with racially minoritized and marginalized students to improve the cross-cultural doctoral mentoring experience. 

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5. Work in Progress: Intersection of Race and Gender on Experiences of Undergraduate Engineering Students of Color in Positional Leadership Roles

   Lilley, Carmen M. (January 2020, ASEE 2020 Virtual Conference)

   null (Ed.)

   This work in progress discusses an NSF sponsored project that explores the leadership beliefs, experiences, and knowledge/skills of undergraduate engineering students who have self-identified as having leadership experience at a Research I minority serving institution (MSI) for Asian Americans and Native Americans, as well as a Hispanic Serving Institution. Thirty-two undergraduate engineering students with self-identified leadership experience were recruited from the College of Engineering at the MSI across the various majors. In this paper, the perspective of how students described their self-identities and the emerging categories of negative leadership experiences is presented and discussed. The research illustrates how nuances need to be explored to understand how intersectionality increases the complexity of creating an inclusive logic model that can be incorporated into a theory of change that increases academic and professional success of engineers as future leaders within an organization. 

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