A space of their own: Negotiating culture, gender, and ethnicity in the lives of first-generation Chinese women educators in the United States

This dissertation examines the educational ideologies, the changing perceptions of teaching, and the academic and acculturation experiences of six first-generation Chinese women educators in the United States. Four of the six subjects were born in Mainland China and two were born in Taiwan. All of the women immigrated as adults, and five of them earned graduate degrees in higher education in the U.S. The length of time residing in this country ranges from 9 to 38 years.; Utilizing phenomenological inquiry, the study explores the impact of culture, gender, and ethnicity on the teaching practices and professional experiences of these women. Through in-depth interviews, narrative biographies were constructed to reveal the inner journey of each woman as she crossed the border from the East to the West. Primary conclusions include the view that the major aim of both Chinese and American educational systems is essentially similar, while the methods used by both systems to reach that goal are different. The six women believe that the ideal approach to education is to combine strengths from both systems, but this combined approach is difficult to implement. Modified teaching practices and a more globalized view of education occurred due to their expanded experiences. They obtain strength and pursue academic excellence through hard work and perseverance. They acknowledge and include the contribution of others to their success, and they went through three stages of awakening: initial awe, reflection, and final transformation. To them, culture is a major force that shapes one's schooling experiences. Maintaining Chineseness within the family and their children's educational well-being are their major concerns.; This study confirms previous research that Chinese believe in education as a means to success. It adds to the literature on cross-cultural understanding of Chinese women in educational institutions in the United States and has the potential to help promote a better understanding of university learning environments by articulating the multiple and complex socio-cultural forces that frame the schooling experiences of Chinese women studying and later teaching in American institutions.