Date of Award

2022

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Counseling Psychology

First Advisor

Pat Garriott

Second Advisor

Andi Pusavat

Third Advisor

P. Bruce Uhrmacher

Fourth Advisor

Hilary Smith

Keywords

Chinese American, Multicultural education, Psychology, Trainee

Abstract

Although research has established that students of color have unique experiences in their multicultural training, few studies have examined the experiences and needs of specific subgroups of students of color. This study examined Chinese American psychology trainees’ experiences in multicultural education. Qualitative data was collected from individual semi-structured interviews with Chinese American doctoral students (N = 6). Interpretative phenomenological analysis was used to understand participants’ perceptions of their experiences in multicultural courses. Data analysis resulted in four themes: the (1) burden of being minoritized, (2) Chinese American identity inflection points, being (3) sidelined by whiteness, and (4) recommendations for curricular modification. Experiences unique to Chinese American trainees were uncovered, such as the burden of being in racial isolation, navigating Chinese American racial and cultural identity development, and having their educational needs be sidelined by whiteness. Participants described curricular and pedagogical shifts that would better support their learning in multicultural courses. Education and training changes that would support Chinese American psychology trainees in their multicultural education are discussed.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Helen Weng-Ian Chao

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

110 pgs

Discipline

Counseling psychology, Education, Asian studies

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