Date of Award
P. Bruce Uhrmacher
Chinese American, Multicultural education, Psychology, Trainee
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.
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Chao, Helen Weng-Ian, "Experiences of Chinese American Psychology Trainees in Multicultural Education" (2022). Electronic Theses and Dissertations. 2104.
Received from ProQuest
Helen Weng-Ian Chao
Counseling psychology, Education, Asian studies
American Studies Commons, Bilingual, Multilingual, and Multicultural Education Commons, Chinese Studies Commons, Counseling Psychology Commons, Educational Psychology Commons