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Challenges Faced by Asian American Women in Education & Academia

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Challenges Faced by Asian American Women in Education & Academia

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Historical Context

Long history of discrimination grounded in racism, xenophobia, and misogyny

Asian American Women Stereotypes

Exotic - Hypersexualized - Submissive - Docile - Not suited for leadership

Leadership Challenges

Asian American women who occupy leadership roles face more "penalties"

Greater scrutiny & bias compared to other racial groups

Society's expectations for them to be passive and non-assertive

Cai (2023), Mukkamala & Suyemoto (2018), and Rosette (2016)

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Model Minority Stereotype

High achievement (economically and educationally)

Attribute to being hardworking and deferential to authority figures

Competent but robotic or unemotional

"All business" -> Social deficits

Deficit Thinking:

Stereotyped as non-charismatic, non-assertive, and non-confrontational

Perception that they are not suited for leadership roles

Park et al. (2015), Ruiz et al. (2023), and Takamine et al. (2023)

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Serena Sowin, M.A., BCBA, NCSP

Chinese American

First-Generation college, graduate, and current doctoral student

Only person in my family to serve in the military (Marines)

School Psychologist & Board-Certified Behavior Analyst (BCBA)

Director of Professional Standards at the National Association of School Psychologists (NASP)*

Animal lover, hiker/camper, Brazilian Jiu Jitsu (BJJ) coach and practitioner

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The views and opinions expressed in this session are solely my own and do not necessarily reflect the official policy or position of NASP. Any content, analysis, or conclusions shared are based on my personal perspectives and experiences and should not be attributed to NASP.

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Please

Introduce yourself (name, city/state/country)

Share about your role

Fun fact

Share what you hope to gain from our session

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1. Examine the intersectional challenges faced by Asian American women in educational leadership positions.

2. Identify systemic barriers contributing to the underrepresentation of Asian American women in educational leadership roles.

3. Explore strategies for fostering inclusivity and promoting the advancement of Asian American women in educational leadership.

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Acknowledge diverse perspectives and lived experiences; be open to learning from each other

Create a brave, inclusive space for open dialogue

Encourage sharing of thoughts, feelings, and experiences

Emphasize respect, empathy, and active listening

Respect confidentiality

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National Institutes of Health (NIH) 2022 Report

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National Institutes of Health (NIH) 2022 Report

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Asian Americans represent only 3% of executives, even though they are well represented as middle and senior managers

Asian and Pacific Islanders (AAPIs) comprise only 4% of Fortune 1000 board members, with Asian women at a minuscule 1.5%

An 8-year study on S&P500 CEOs found that East Asians (e.g., Chinese, Korean, Japanese) were disproportionately underrepresented, whereas South Asians (e.g., Indians, Pakistanis) were well-represented and led prominent U.S. companies like Adobe, Citigroup, Google, Mastercard, Microsoft, Motorola, and PepsiCo

Lynch (2024) and Lu et al. (2020)

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According to the National Center for Education Statistics (NCES), 1% or less of all public school principals identified as Asian, and only 2% of all private school principals were Asian in the 2020-2021 school year

Asian representation in administrative positions was only 2% in 2016, and only 2.3% were college or university presidents

Out of 1,600 preK-12 leaders, only seven were Asian American women in 2019

Only 2% of Asian Americans become chief academic officers

Only 1.5% of AAPIs hold university president or chancellor positions

Cai (2023), Elsey (2020), NCES (n.d.), and Takamine et al. (2023)

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Can you name someone you know who identifies as Asian in this space? Now, name a non-Asian person in this space.

What is one barrier you've seen or experienced related to the advancement of Asian American women in educational leadership and other leadership roles?

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Historical Context

Underrepresented in educational research & funding opportunities

Excluded from studies on racial minorities

Limited research on Asian American women's experiences in leadership compared to Black & Latina women

Intersectionality & Exclusion

Misconception that economic & educational success = absence of or overcome discrimination & prejudice

"Asian Americans" are often treated as a monolithic group that overshadows diversity and specific issues

Asian American women are subject to the same "model minority" stereotypes with additional challenges due to gender

Liang & Peters-Hawkins (2017)

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Lu (2024) examined 33 class sections in MBA programs (2,304 students)

East Asians (EA) are perceived to be less creative by classmates in MBA programs (compared to South Asians and White)

EAs received the fewest (student) leader nominations of all ethnic groups.

EAs cultural emphasis on conformity, humility, and acceptance perceived as lack of assertiveness & creativity

Perceived creativity deficit -> viewed as less leader-like -> less leadership election/opportunity -> reinforcement of Bamboo Ceiling

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Asian American (particularly East Asian) underrepresentation in leadership positions may fortify their non-leader image, producing a vicious cycle that aggravates their "Bamboo Ceiling."

Asian Americans—even those born and raised in the United States—are sometimes perceived as “perpetual foreigners” and less “American” than White Americans

The "opt-out" mentality

Kim et al. (2021), Lu (2023)

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Group (collectivism) vs. individual focus

Conformity to familial and/or societal norms

Emotional composure & self-control perceived as lack of social skills

Cultural values:

Maintaining order

Respecting elders

Fulfilling family obligations

Reciprocating kindness

Prioritizing group interests over individual interests

Maintaining harmony in relationships

Lee (2024)

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Consider what roles allies play in advocating for and supporting leadership development of Asian American women

"Mentorship Map" - identify who can serve as mentors, sponsors, or allies in your leadership journey. Consider how we, as a collective, can create a supportive community to strengthen Asian American women's leadership skills.

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"Cohort-based programming offers unique opportunities for mentees to understand the day-to-day work of colleagues as well as to have deeper, more meaningful psychosocial conversations about what impacts us all."

Asian American women interested in leadership roles are encouraged to "aggressively seek out peers, mentors, and sponsors to build a network of their own and to show the eagerness to be a learner"

Cai (2023), Yon et al. (2023)

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Collegial Inquiry & Professional Learning Communities (PLCs)

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Collegial Inquiry & Professional Learning Communities (PLCs)

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Create structures that bring adults together

Mutual trust & respect (pre-conditions)

Safe learning contexts for dialogue & reflection

Reciprocal learning (avoidance of assumptions)

Drago-Severson et al. (2013)

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Increased confidence & self-efficacy

Increased motivation

Increased job satisfaction

Empowerment & agency

Promoting more inclusive practices

Newman et al. (2017) and van Woerkom & Kroon (2020)

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Cai, L. (2023). An Asian American Feminist Manifesto: Asian American Women Heads of Schools Embodying Culturally Responsive School Leadership. Teachers College Record, 125(7-8), 173-187. https://doi.org/10.1177/01614681231209589

Dishon, N., Oldmeadow, J. A., Critchley, C., & Kaufman, J. (2017). The effect of trait self-awareness, self-reflection, and perceptions of choice meaningfulness on indicators of social identity within a decision-making context. Frontiers in Psychology, 8. doi: 10.3389/fpsyg.2017.02034

Drago-Severson, E., Blum-Stefano, J., & Asghar, A. (2013). Learning for leadership: Developmental strategies for building capacity in our schools. Corwin.

Elsey, J. L. (2020). A Critical Phenomenological Study of Female Asian American Leadership in Higher Education. Doctor of Education (EdD). 143. https://digitalcommons.georgefox.edu/edd/143

Goon, C., Bruce, T. A., Lun, J., Lai, G. Y., Chu, S. and Le, P.T. (2022). Examining the Asian American leadership gap and inclusion issues with federal employee data: Recommendations for inclusive workforce analytic practices. Frontiers in Metrics and Analytics. https://doi.org/doi.org/10.3389/frma.2022.958750

Kim., K. Y., Shen, W., & Evans, R. (2021). Should I lead? An intrapersonal perspective on the Asian-White leadership gap. Canadian Journal of Behavioral Science, 53(2), 125-137.

Lee, C. S. (2024). The Impact of Asian Cultural Values on the Leadership Preferences of Asian American K-12 Principals [Doctoral Dissertation, Notre Dame of Maryland University].

Liang, J., & Peters-Hawkins, A. L. (2017). "I am more than what I look alike": Asian American women in public school administration. Educational Administration Quarterly, 53(1), 40-69. doi: 10.1177/0013161X16652219

Lu, J. G. (2024). A creativity stereotype perspective on the bamboo ceiling: Low perceived creativity explains the underrepresentation of East Asian leaders in the United States. Journal of Applied Psychology, 109(2), 238-256.

Lynch, A. H. (2024, February 9). Representation Matters: Busting the Bamboo Ceiling for Asian Americans. Profiles in Diversity Journal Leadership Defined. https://diversityjournal.com/29018-representation-matters-busting-the-bamboo-ceiling-for-asian-americans/#:~:text=Numerous%20studies%20demonstrate%20that%20companies,as%20middle%20and%20senior%20managers.

National Association of School Psychologists. (2021). Supporting Asian, Asian American, and Pacific Islander Graduate Students: Tips for Graduate Educators and Students [handout]. Author.

NCES (n.d.). Asian American and Pacific Islander Heritage Month. National Center for Education Statistics. https://nces.ed.gov/fastfacts/display.asp?id=1102#:~:text=In%20school%20year%202020%E2%80%9321%2C%20some%201.0%20percent%20of%20all,were%20Pacific%20Islander%20(source).

Newman, D. S., Guiney, M. C., & Silva, A. E. (2017). Strengths-Based Supervision in School Psychology: Accentuate the Positive; Eliminate the Negative. Communique, 46(1).

Park, J. Z., Martinez, B. C., Ryon, C., Park, J. T., Wong, E. R. (2015). Exceptional outgroup stereotypes and white racial inequality attitudes toward Asian Americans. Social Psychology Quarterly, 78(4) 399-411.

Rosette, A. S., Koval, C. Z., Ma, A., & Livingston, R. (2016). Race matters for women lead-

ers: Intersectional effects on agentic deficiencies and penalties. The Leadership Quarterly,

27(3), 429–445.

Takamine, K., Jun, A., Collins, C., & Ching, D. (2023). Examining the scarcity of Asian American and Pacific Islander presidents and chancellors in North American universities: Implications for strategic executive advancement. Journal of College and Character, 24(1). doi: 10.1080/2194587X.2022.2157443

van Woerkom, M., & Kroon, B. (2020). The Effect of Strengths-Based Performance Appraisal on Perceived Supervisor Support and the Motivation to Improve Performance. Frontiers in psychology, 11, 1883. https://doi.org/10.3389/fpsyg.2020.01883

Yon, A., Allbaugh, G., & Franzen, S., (2023). Thinking Outside the Dyad: Incorporating Cohort-Based Experiences into Mentorship. Faculty and Staff Publications – Milner Library, 185. https://ir.library.illinoisstate.edu/fpml/185

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How do these factors and barriers manifest in your professional settings?

Which of these barriers seem the most entrenched, and why?

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Identity Map Exercise

Our identities are made up of different facets, and these facets interact with each other to shape how we experience the world, including our roles as leaders.

Overall Reflection Question - How does your identity influence your professional trajectory? In what ways has it been an asset or a barrier in leadership roles?

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What are two concrete actions you can take, or advocate for, to support the advancement of Asian American women in leadership in your institution?

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What aspects of your identity will you draw on to overcome barriers, and how can you advocate for more inclusive leadership practices that honor the full complexity of your identity?”

I welcome you the option to share your reflection with a partner or the group.