Asian American women occupy a paradoxical space within the context of science, technology, engineering, and math (STEM) fields, simultaneously overrepresented as Asian Americans and underrepresented as women. For Asian American female doctoral students, the complex layering and weaving of these intersections involves the constant negotiation of science, racial, and gendered identities. This study explored how the intersections of science, race, and gender shaped their student experiences. We positioned these frameworks not only as mutually constitutive systems but also emphasize science as an epistemology, which informs conceptions of knowledge, the practice of inquiry, and who has epistemic authority. As a qualitative study, we utilized intersectionality theory to explore identity development in the context of STEM environments and grounded theory methods in our analysis. We interviewed 23 women who self‐identified as Asian Americans and were either currently in a doctoral program or were within 5 years of earning their degrees in STEM fields. Examining the intersections of science, race, and gender for Asian American female doctoral students in STEM allows a richer, more nuanced exploration of science as it is currently defined and understood and permits the conceptual critique of science to remake STEM environments into more inclusive spaces

中文翻译：

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STEM 实验室中的亚裔美国女性与“名叫约翰的白人男性”

亚裔美国女性在科学、技术、工程和数学 (STEM) 领域的背景下占据了一个矛盾的空间，同时作为亚裔美国人的人数过多，而女性的人数不足。对于亚裔美国女博士生来说，这些交叉点的​​复杂分层和编织涉及科学、种族和性别身份的不断协商。这项研究探讨了科学、种族和性别的交叉点如何影响他们的学生体验。我们不仅将这些框架定位为相互构成的系统，而且还强调科学是一种认识论，它为知识概念、探究实践和谁拥有认识论权威提供信息。作为一项定性研究，在我们的分析中，我们利用交叉性理论在 STEM 环境和扎根理论方法的背景下探索身份发展。我们采访了 23 名自称为亚裔美国人的女性，她们目前正在攻读博士课程，或者在获得 STEM 领域学位的 5 年内。检查 STEM 中亚裔美国女博士生的科学、种族和性别的交叉点，可以对科学进行更丰富、更细致的探索，因为它目前已被定义和理解，并允许对科学的概念批判将 STEM 环境改造为更具包容性的空间