Upon arrival in the United States, international students not only encounter culture shock and complex linguistic barriers but also immediate transmutation into minorities. In a classroom setting, foreigners must confront continually evolving negotiations of competence, membership, and identity to validate their place in academic discourse. Pervading their efforts for validation, of course, are racialized issues of generalization, stereotype, power, and access. For many, academic socialization goes beyond the formation of scholarly discipline and positive peer relationships to include denial of cultural norms and adoption of alien practices. This study examines how some international students may resist cultural and linguistic marginalization and stereotyping through purposeful management of personal agency in discursive practice. Specifically, I investigate how two Korean graduate students represented themselves as dynamic classroom participants and academic scholars in a U.S. context. While characterizing themselves as reticent, they rejected the notion that silence equates passivity or a noncontributory disposition. Rather, these learners demonstrate active negotiation of identity and positionality within their academic community and throughout their participation in academic domains. In the process, their academic experiences as Asians in America provide support for expanding notions of a dynamic Asian American identity to account for growing transnational and global perspectives.

中文翻译：

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作为参与的沉默：美国亚裔的反抗话语

抵达美国后，国际学生不仅会遇到文化冲击和复杂的语言障碍，而且会立即转化为少数族裔。在课堂环境中，外国人必须面对不断发展的能力、成员资格和身份的谈判，以验证他们在学术话语中的地位。当然，普遍存在于他们的验证努力中的是泛化、刻板印象、权力和访问的种族化问题。对于许多人来说，学术社会化超越了学术纪律和积极的同伴关系的形成，还包括否认文化规范和采用外来实践。本研究探讨了一些国际学生如何通过有目的的管理话语实践中的个人能动性来抵制文化和语言边缘化和刻板印象。具体来说，我调查了两名韩国研究生如何在美国背景下将自己描述为充满活力的课堂参与者和学术学者。在将自己描述为沉默寡言的同时，他们拒绝接受沉默等同于被动或无贡献的性格的观点。相反，这些学习者在他们的学术社区内以及在他们参与学术领域的整个过程中表现出对身份和地位的积极协商。在这个过程中，他们作为亚裔在美国的学术经历为扩展动态亚裔美国人身份的概念提供了支持，以解释日益增长的跨国和全球视角。他们拒绝认为沉默等同于被动或无助的性格的观点。相反，这些学习者在他们的学术社区内以及在他们参与学术领域的整个过程中表现出对身份和地位的积极协商。在这个过程中，他们作为亚裔在美国的学术经历为扩展动态亚裔美国人身份的概念提供了支持，以解释日益增长的跨国和全球视角。他们拒绝认为沉默等同于被动或无助的性格的观点。相反，这些学习者在他们的学术社区内以及在他们参与学术领域的整个过程中表现出对身份和地位的积极协商。在这个过程中，他们作为亚裔在美国的学术经历为扩展动态亚裔美国人身份的概念提供了支持，以解释日益增长的跨国和全球视角。