Microaggressions and Asian Women in Academia: Utilizing the CRT and Feminist Perspectives on Power

Overview: Recognizing the influences of both institutions and regions on the interplay of race/ethnicity, gender, and academic culture, this panel addresses microaggressions experienced by Asian women academics at both research and teaching universities in the U.S. and Asia.Proposal text: A recent surge in attacks against Asian Americans (AsAms) has renewed attention on anti-Asian sentiments in the U.S. More importantly, they highlight long-standing ambivalent attitudes toward AsAms as the invisible model minority and the perpetual foreigner. Studies show that Asian women academics are not exempt from this pernicious bias. For instance, Kim and Cooc (2020) found that AsAm women faculty were persistently underrepresented among full professors.
Therefore, our panel will provide an intersectional analysis of race and gender in academia with a focus on AsAm and Asian international women scholars. The panel consists of early-career, newly-tenured, and mid-career Asian women faculty in social work at both research and teaching universities in the U.S. and Asia. It aims to identify and bring awareness to the microaggressions experienced by Asian women academics; explore resources that empower the next generation of minority scholars who seek academic positions, tenure/promotion, and/or administrative leadership positions; and discuss strategies and lessons learned for self-care, building allies, and promoting institutional change.
The panel has three sections. First, we review up-to-date research on women faculty of color and the barriers encountered in academia, focusing on studies that utilize the critical race theory and feminist perspectives on power. Then, we apply the knowledge base to identify and critically review academic barriers most relevant to Asian women scholars.
Next, the panel addresses each of the following barriers via storytelling, a powerful way to understanding the diverse human experience (Lewis & Hildebrandt, 2020): (1) microaggressions/implicit bias in teaching and service (Sue et al., 2007; Vang & Dickmeyer, 2015); (2) lack of representation in diversity, equity, and inclusion (DEI) efforts and the need to identify structural barriers in professional practice and employment (e.g., how U.S. legal/visa issues impede Asian international students from obtaining post-MSW practice necessary for academic positions) (Junn & Davis, 2019; Leung, 2017; Sabharwal, 2017); (3) service-heavy workload, biased expectations, and feeling “stuck” in a mid-career plateau (Love & Duncan, 2017); (4) mental health issues (e.g., isolation, sleep disturbance, depression, anxiety) and a lack of self-care and support system (Miller et al., 2018; Nicholson & Mei, 2020; Nicol & Yee, 2017; Ong et al., 2017); and (5) intersectionality in leadership training/opportunities (Clover et al., 2017; Hsieh & Nguyen, 2020; Shea & Renn, 2017). We note the interplay of race, gender, and academic culture by institution (research vs teaching) and region (rural South, urban North, and Singapore).
Third, the panel suggests practical strategies and resources to navigate academia, including (1) building solidarity among Asians and communities of color; (2) finding allies/mentors for tenure and full-professorship; (3) being active in inter-department/university-wide collaborations; (4) leading regional/national discussions on higher-ed DEI; (4) exploring culturally-sensitive self-care regimens; and (5) taking on leadership positions in research and administration (e.g., chair/director/dean).
Lastly, we invite participants to share their individual and institutions’ approaches to promoting minority scholar success/wellbeing. In light of this year’s theme, the panel hopes to facilitate a fruitful exchange of knowledge and creative approaches to advancing racial justice as a human rights for Asian women academics.