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Interrogating Whiteness in Graduate Education Culture : = A Phenomenological Exploration of Southeast Asian American Graduate Student Experiences.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Interrogating Whiteness in Graduate Education Culture :/
Reminder of title:	A Phenomenological Exploration of Southeast Asian American Graduate Student Experiences.
Author:	Sisaket, Lesley Nina.
Description:	1 online resource (190 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
Subject:	Asian American studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29213091click for full text (PQDT)
ISBN:	9798841544975

Interrogating Whiteness in Graduate Education Culture : = A Phenomenological Exploration of Southeast Asian American Graduate Student Experiences.
Sisaket, Lesley Nina.

Interrogating Whiteness in Graduate Education Culture :A Phenomenological Exploration of Southeast Asian American Graduate Student Experiences. - 1 online resource (190 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--University of Denver, 2022.

Includes bibliographical references

The purpose of this transcendental phenomenological study is to understand the role that whiteness has in shaping the graduate education experiences of Southeast Asian American students in the United States. This study explores two research questions. 1) How do Southeast Asian American graduate students describe their graduate education? 2) How do Southeast Asian American graduate students describe concepts of whiteness, if any, throughout their graduate education? According to the experiences from six self-identifying Southeast Asian American students, their graduate education experiences were described to be racially taxing, unchallenging, and isolating experiences. These findings stemmed from their graduate education experiences, which centered graduate learning spaces and curriculum, interpersonal interactions, and individualized processes related to their specific graduate program and education. With concepts of whiteness (e.g., censorship, model minority myth as either/or thinking, the right to comfort, and power hoarding) penetrating these four areas, implications include but are not limited to: culturally conscious organizational practices to promote inclusion; culturally conscious trainings for faculty and staff; an expansion in research pertaining to Southeast Asian American graduate education experiences and the interrogation of whiteness within organizations.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841544975Subjects--Topical Terms:

2122841
Asian American studies.
Subjects--Index Terms:

Asian AmericanIndex Terms--Genre/Form:

542853
Electronic books.

Interrogating Whiteness in Graduate Education Culture : = A Phenomenological Exploration of Southeast Asian American Graduate Student Experiences.
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520 $a The purpose of this transcendental phenomenological study is to understand the role that whiteness has in shaping the graduate education experiences of Southeast Asian American students in the United States. This study explores two research questions. 1) How do Southeast Asian American graduate students describe their graduate education? 2) How do Southeast Asian American graduate students describe concepts of whiteness, if any, throughout their graduate education? According to the experiences from six self-identifying Southeast Asian American students, their graduate education experiences were described to be racially taxing, unchallenging, and isolating experiences. These findings stemmed from their graduate education experiences, which centered graduate learning spaces and curriculum, interpersonal interactions, and individualized processes related to their specific graduate program and education. With concepts of whiteness (e.g., censorship, model minority myth as either/or thinking, the right to comfort, and power hoarding) penetrating these four areas, implications include but are not limited to: culturally conscious organizational practices to promote inclusion; culturally conscious trainings for faculty and staff; an expansion in research pertaining to Southeast Asian American graduate education experiences and the interrogation of whiteness within organizations.
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