Syracuse University SURFACE Cultural Foundations of Education - Dissertations & Theses School of Education 5-2012 Chinese American Women, Identity and Education: A Qualitative Study Qing Li Syracuse University Follow this and additional works at: https://surface.syr.edu/cfe_etd Part of the Education Commons Recommended Citation Li, Qing, "Chinese American Women, Identity and Education: A Qualitative Study" (2012). Cultural Foundations of Education - Dissertations & Theses. 53. https://surface.syr.edu/cfe_etd/53 This Dissertation is brought to you for free and open access by the School of Education at SURFACE. It has been accepted for inclusion in Cultural Foundations of Education - Dissertations & Theses by an authorized administrator of SURFACE. For more information, please contact
[email protected]. ABSTRACT This qualitative study explores how Chinese American women, as American- born children of new Chinese immigrants, have perceived and interpreted who they are, and how they become who they are while adapting to American society and negotiating with the interplay of race, ethnicity, class, and gender. Drawing on in- depth interviews with twenty-seven Chinese American women from two universities located on the East Coast, I argue that their segmented assimilation processes involving ongoing negotiations between maintaining ties with their ethnic and cultural backgrounds and selective integration into the mainstream of the society, which, to some extent, are subject to and predetermined by their parents‘ pre- and post- migration conditions. At the same time, my participants also struggled with how their self-defined ethnic identity intertwined with a socially constructed racial identity. My data show multiple settlement patterns among new Chinese immigrants, including traditional ethnic enclaves, and suburban white areas as well as a diverse class composition of college-educated professionals, small business owners, and working-class laborers.