Socialization Experiences and Research Productivity of Asians and Pacific Islanders: “Model Minority” Stereotype and Domestic vs. International Comparison

Roksa, Josipa; Jeong, Soojeong; Feldon, David F.

doi:10.1108/s1479-353920180000020007

Cited by 13 publications

(12 citation statements)

References 73 publications

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“…As such, it is important to consider both faculty and peer interactions together rather than looking at a single socialization agent in isolation. These trends highlight the discrepant experiences of multiple minority groups in the context of doctoral education in the biological sciences, consistent with previous studies (e.g., Taylor and Antony, 2000;Roksa et al, 2018). However, in contrast to other previous findings, there were no gender differences in socialization patterns.…”

Section: Discussionsupporting

confidence: 89%

“…In addition, their relationships with faculty tend to be centered around academics and relatively less personal in nature (Sato and Hodge, 2009;Takashiro, 2017). Further, similar to the patterns for students of color, international students report greater isolation from peers and more negative peer relationships relative to their domestic counterparts (Le and Gardner, 2010;Roksa et al, 2018). According to Sato and Hodge's (2009) study, Asian international doctoral students have difficulty building social interactions with their white peers, apparently due to language barriers and cultural differences.…”

Section: Demographic Determinants Of Student Interactionsmentioning

confidence: 90%

“…Studies reveal that international doctoral students tend to place great importance on their relationships with their advisors (Le and Gardner, 2010;Takashiro, 2017) and have a greater preference for faculty mentors who are "interpersonally involved" in their lives, relative to their domestic peers (Rose, 2005, p. 74). Yet, they tend to report relatively less positive socialization experiences with faculty (Roksa et al, 2018). In addition, their relationships with faculty tend to be centered around academics and relatively less personal in nature (Sato and Hodge, 2009;Takashiro, 2017).…”

Section: Demographic Determinants Of Student Interactionsmentioning

confidence: 95%

“…Research has also documented how doctoral students interact and socialize with faculty and peers differently based on international student status (e.g., Rose, 2005;Sato and Hodge, 2009;Le and Gardner, 2010;Curtin et al, 2013;Zhang, 2016;Takashiro, 2017;Roksa et al, 2018). Studies reveal that international doctoral students tend to place great importance on their relationships with their advisors (Le and Gardner, 2010;Takashiro, 2017) and have a greater preference for faculty mentors who are "interpersonally involved" in their lives, relative to their domestic peers (Rose, 2005, p. 74).…”

Section: Demographic Determinants Of Student Interactionsmentioning

confidence: 99%

See 3 more Smart Citations

Identifying Faculty and Peer Interaction Patterns of First-Year Biology Doctoral Students: A Latent Class Analysis

Jeong

Blaney

Feldon

2019

LSE

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Faculty and peer interactions play a key role in shaping graduate student socialization. Yet, within the literature on graduate student socialization, researchers have primarily focused on understanding the nature and impact of faculty alone, and much less is known about how peer interactions also contribute to graduate student outcomes. Using a national sample of first-year biology doctoral students, this study reveals distinct categories that classify patterns of faculty and peer interaction. Further, we document inequities such that certain groups (e.g., underrepresented minority students) report constrained types of interactions with faculty and peers. Finally, we connect faculty and peer interaction patterns to student outcomes. Our findings reveal that, while the classification of faculty and peer interactions predicted affective and experiential outcomes (e.g., sense of belonging, satisfaction with academic development), it was not a consistent predictor of more central outcomes of the doctoral socialization process (e.g., research skills, commitment to degree). These and other findings are discussed, focusing on implications for future research, theory, and practice related to graduate training.

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Section: Discussionsupporting

confidence: 89%

Section: Demographic Determinants Of Student Interactionsmentioning

confidence: 90%

Section: Demographic Determinants Of Student Interactionsmentioning

confidence: 95%

Section: Demographic Determinants Of Student Interactionsmentioning

confidence: 99%

See 2 more Smart Citations

Identifying Faculty and Peer Interaction Patterns of First-Year Biology Doctoral Students: A Latent Class Analysis

Jeong

Blaney

Feldon

2019

LSE

Self Cite

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“…For international doctoral researchers, however, there is one additional gatekeeper, namely the state, which was neither mentioned, nor seen, except in the interview data-but purposefully and/or inadvertently excluded within the discourses in place and the interaction order. While for a Finnish-born doctoral researcher a closed funding gate means they either have to continue their research work for free or to find another job while looking for another source for funding, for an international doctoral researcher it means not only that they have to interrupt or possibly give up their ongoing work but also potentially leave the country (on mobility and residency issues of early-career scholars, see also Guth, 2008;Roksa et al, 2018).…”

Section: ) Historical Bodies: Are the Unique Needs Of International mentioning

confidence: 99%

Studying international doctoral researchers: nexus analysis as a mode of inquiry

Aarnikoivu

2020

JPHE

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In this paper I argue how nexus analysis (Scollon & Scollon, 2004), as a holistic, qualitative mode of inquiry, can offer a fruitful activist research approach to study international doctoral researchers. To do this, I will introduce and explain the core concepts of nexus analysis and afterwards empirically demonstrate how nexus analysis can be done in practice by presenting a case study on international doctoral researchers in a particular nexus—at a Finnish university. The overall aim of this paper is to present nexus analysis as a viable alternative for those higher education researchers who want to study communication, interaction, and language-related challenges of international doctoral researchers from a bottom-up perspective and, in this way, potentially even challenge the existing decision-making practices.

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Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms

Tran,

Guzey

2023

J Res Sci Teach

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Science teachers and educators seek to promote equity and inclusion within their classrooms. Yet, many do not examine how their roles could reproduce oppression that continues to exclude certain groups of students. Centering on how oppression interacts with science teaching and learning, this naturalistic study observed Ms. William and her implementation of two STEM units that integrate science and engineering, to understand power, race, and privilege dynamics in her middle school STEM classrooms. Specifically, we focused on understanding oppression at the interpersonal and internalized level in Ms. William's class. We collected and analyzed video recorded lessons from two different classrooms, two STEM curricula Ms. William had co‐developed, and conducted semi‐structured interviews after she taught her two STEM units. We identified themes of oppression perpetuated in the classroom by employing thematic analysis, which when guided by our theoretical framework enabled us to illuminate the complex relationship between science teaching and maintaining whiteness as the dominant discourse in science learning. Our findings suggest that an active and critical role from science teachers and educators are required; we must reflect deeply on our science curriculum and teaching strategies and identify practices that remains to be oppressive if promoting equity and inclusion is at the forefront of our science teaching.

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Socialization Experiences and Research Productivity of Asians and Pacific Islanders: “Model Minority” Stereotype and Domestic vs. International Comparison

Cited by 13 publications

References 73 publications

Identifying Faculty and Peer Interaction Patterns of First-Year Biology Doctoral Students: A Latent Class Analysis

Identifying Faculty and Peer Interaction Patterns of First-Year Biology Doctoral Students: A Latent Class Analysis

Studying international doctoral researchers: nexus analysis as a mode of inquiry

Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms

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