“I Am More Than What I Look Alike”

Liang, Jia; Peters-Hawkins, April L.

doi:10.1177/0013161x16652219

Cited by 36 publications

(16 citation statements)

References 36 publications

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“…Additionally, our findings that Asian women more frequently responded with a need to improve their networks aligns with research showing Asian women’s reported sense of invisibility in the workplace (e.g., Liang and Peters-Hawkins, 2017 ). These findings may suggest that at least when asked to self-report, Asian women perceived a lack of embeddedness and resources to build networks that are favorable for them.…”

Section: Studysupporting

confidence: 86%

“…Moreover, while women generally lack professional and informal networks at work ( Fearfull and Kamenou, 2006 ; Kamenou and Fearfull, 2006 ), Black women and Asian women may be especially disconnected (e.g., Bell and Nkomo, 2003 ; Liang and Peters-Hawkins, 2017 ). Yet, the reasons why racially marginalized women may lack networks may not be addressed in diversity interventions designed for prototypical White women.…”

Section: Introductionmentioning

confidence: 99%

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Intersectional Invisibility in Women’s Diversity Interventions

et al. 2022

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Many diversity interventions for women are ineffective. One reason for this may be that the field that diversity interventions are usually based on, the social sciences, often do not consider intra-group differences among women. Specifically, differences by racialization may be excluded from such diversity interventions. The present research examines whether racially marginalized women have different diversity interventions needs than White women, and whether organizations are less likely to represent those needs (i.e., intersectional invisibility). Across an open-ended coding (n = 293) and a ranking study (n = 489), Black women noted a need to incorporate intersectional differences, Asian women prioritized methods to address challenges to their authority, and White women indicated a need to address agency perceptions. Improving work-life balance and networks was a shared concern among participants, though we theorized different racially gendered reasons for why these intervention needs are relevant to each group. In Study 3 (n = 92 organizations), we analyzed organizations’ websites using word count and textual analysis. Organizations— including the Education, Science, and Research sector— most readily advocated for women through enhancing agency. They were also less likely to mention dealing with perceptions of excessive agency or addressing intersectional considerations. The organizations broadly mentioned other marginalized groups besides women, but rarely did they do so intersectionality. Taken together, our findings demonstrate different intervention priorities across differently racialized groups. We found evidence of intersectional invisibility where organizations were more likely to address agency-enhancing intervention needs while failing to include other intervention needs relevant for Black women and Asian women. We discuss the implications of these findings for organizations, in general, as well as potential implications for the field of academic social sciences.

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Section: Studysupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Intersectional Invisibility in Women’s Diversity Interventions

et al. 2022

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“…According to the above introduction and analysis, the construction of campus network adopts B/S structure, which can realize the system relatively and simply and reduce the development cost [9]. It can access the database in many ways and protect the security of the data through the authority control.…”

Section: Implementation Mode Of Educational Administrationmentioning

confidence: 99%

Design and Research of Intelligent Educational Administration Management System Based on Mobile Edge Computing Internet

Dai

Wang

Zhou

2021

Mobile Information Systems

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Educational administration management is the primary link in the teaching management of colleges and universities. Mobile edge computing can create a carrier-class service environment with high performance, low latency, and high bandwidth and accelerate the rapid download of various contents, services, and applications in the network, which greatly promotes the upgrade of the educational administration system. Using educational administration management system to manage educational administration can promote the teaching work of colleges and universities better. This paper aims to design and develop a set of educational management information systems, using mobile edge computing (MEC) technology to combine the IT service environment and cloud computing technology at the edge of the network to improve the computing and performance of the edge network. Storage capacity reduces network operation and service delivery delay, improves user service quality experience, and helps universities improve the efficiency of educational administration management. This paper first discusses the implementation mode and related technologies of educational administration management system, then discussing the demand analysis of each functional module of the system; in the nonfunctional demand analysis part, the system needs to meet the security and performance. According to the function modules included in the system, using the way of running interface screenshot, implementation code, and flowchart, the paper analyzes the realization process of the function module and also completes the function test of the function module, as well as the performance test of the whole system. The experimental results show that the rule 4 of teaching level evaluation data mining reveals that the support degree of excellent teaching effect is 18% and the confidence degree is 53% in the age of 50–60. Rule 5 shows that the degree of support is 16% and the degree of confidence is 52%. Rule 10 shows that the degree of support for excellent teaching effect is 22% and the confidence level is 71%. The high confidence level of backbone teachers aged 50–60 indicates that the old teachers are more experienced and popular with students, while the young teachers under 30 need to focus on training to help young teachers improve their professional level. From the above data, it can be seen that through the application of mobile edge technology the educational administration system is more efficient in processing and analyzing data in terms of teacher management and teaching level, which once again shows the impact of this network technology on the construction and development of educational administration systems highly feasible.

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“…Asian American women school leaders have to constantly confronted professional expectations of being "too Asian," "too soft," "too perfectionistic," and "too agentic," of which casts Asian Americans in the "model minority" and "perpetual foreigner" stereotype (Liang & Peters-Hawkins, 2017). Asian American women administrators disproportionally isolated in schools and districts serving mainly Asian student populations and other Students of Color, suggesting that their raced and gendered experiences predetermine their career mobility (Lee, 1998).…”

Section: Asian American Women and Educational Leadershipmentioning

confidence: 99%

“…The main factors that limit the representation of Asian American women in the educational leadership scholarship include the following: (a) the significant underrepresentation of Asian American women faculty in administrator preparation programs and in K-12 educational leadership; (b) the dominant Black-and-White discourse that render the group's overall invisibility in the U.S. society; (c) racism against Asian Americans in general; (d) the lack of explicit theoretical, political, and methodological frameworks to support the study of this population (Liang & Peters-Hawkins, 2017); and (e) the way demographic data at the federal and state is disaggregated either by race or by gender exclusively, but not race and gender to further create barriers for studies concerning Asian American women in education (Grogan & Shakeshaft, 2011). Beyond race and gender, these essentialist depictions of the population also undermine their distinct differences within and across ethnicity, nationality, language, and immigration status.…”

Section: Asian American Women and Educational Leadershipmentioning

confidence: 99%

Toward a Theory of Sympathetic Leadership: Asian American School Administrators’ Expectations for Justice and Excellence

Liou

Liang

2020

Educational Administration Quarterly

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Purpose: This qualitative case study illuminates the leadership practices of four female Asian American administrators in urban schools. Due to their underrepresentation in leadership roles, the need is pressing for research to capture concrete exemplars on beliefs and practices of sympathy based on an asset-oriented approach to school leadership. The study’s research questions include (a) How do Asian American school administrators define their social justice beliefs and expectations for their school community? (b) How do these four Asian American school administrators communicate their expectations through sympathetic leadership to resist deficit models of education? Method: This study includes four research participants from two states. Data collection includes two rounds of in-depth interviews, field observations, reflective memos, and archival sources. Data analysis is guided by inductive approaches. Findings: Research findings demonstrate how Asian American school administrators define social justice through four relational practices with their community: (a) develop intimate knowledge of students and their racialized history, (b) enact asset-based sympathy as a condition of solidarity, (c) form connections based on relational equity to counteract White supremacy, and (d) prepare students for an equitable future through intellectual rigor. Implications: This study contends that leadership must begin with an epistemic shift from racial indifference and deficit thinking to the practice of sympathetic touch. Social justice revolution in schools and society starts when the minds and expectations of the leaders and those they serve become one and the same.

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“I Am More Than What I Look Alike”

Cited by 36 publications

References 36 publications

Intersectional Invisibility in Women’s Diversity Interventions

Intersectional Invisibility in Women’s Diversity Interventions

Design and Research of Intelligent Educational Administration Management System Based on Mobile Edge Computing Internet

Toward a Theory of Sympathetic Leadership: Asian American School Administrators’ Expectations for Justice and Excellence

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