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Disaggregating Asian Identities through Case Studies of High School Students in Electronic Textiles Classrooms

Sustainability, 2023-10, Vol.15 (20), p.15128 [Peer Reviewed Journal]

COPYRIGHT 2023 MDPI AG ;2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2071-1050 ;EISSN: 2071-1050 ;DOI: 10.3390/su152015128

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  • Title:
    Disaggregating Asian Identities through Case Studies of High School Students in Electronic Textiles Classrooms
  • Author: Jayathirtha, Gayithri ; Castro, Francisco Enrique Vicente
  • Subjects: Analysis ; Asian Americans ; Asian students ; Case studies ; Classrooms ; Cultural identity ; Educational research ; Geopolitics ; High school students ; Learning activities ; Mathematics education ; Minority & ethnic groups ; Participation ; Personhood ; Race ; Science education ; Sociopolitical factors ; STEM education ; Stereotypes ; Students ; Sustainability ; Technology education ; Textile industry ; Textiles ; White supremacy
  • Is Part Of: Sustainability, 2023-10, Vol.15 (20), p.15128
  • Description: While most of the identity-related work within STEAM education has examined learners from different marginalized groups, Asians and Asian Americans are some of the least studied identities despite the underrepresentation of several Asian sub-groups within STEAM fields. Educational research has embraced the “model minority” myth, adopted a White-colonial gaze, aggregated Asians into a single “racial group”, and treated it as a dominant group within STEM fields. By resisting the White-centered, colonial simplifications and also conducting ways of engaging with learners that identify with Asian communities, we present four case studies of “Asian” high school students in two STEAM classrooms (which were both implementing an electronic textiles unit) in an attempt to disaggregate and to highlight the diversity and complications in the the otherwise simplified “Asian” identity. We answer the question of how electronic textiles projects support students’ “Asian” identity expression, negotiation, and development. We share how our cases accentuated the role of materiality and pedagogical context in opening possibilities for students to narrate stories of historical, cultural, and familial significance while navigating their complicated “Asian” (or not) identities. We discuss the implications of our findings for the research, design, and practice within STEAM activities to better support the highly diverse and invisibly marginalized Asian-origin students.
  • Publisher: Basel: MDPI AG
  • Language: English
  • Identifier: ISSN: 2071-1050
    EISSN: 2071-1050
    DOI: 10.3390/su152015128
  • Source: Geneva Foundation Free Medical Journals at publisher websites
    Coronavirus Research Database
    ROAD: Directory of Open Access Scholarly Resources
    ProQuest Central
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