Browsing by Author "Poon, OiYan, advisor"

Now showing 1 - 3 of 3

Open Access
Centering Asian American women's experiences in (re)conceptualizing leadership in higher education through counter-storytelling
(Colorado State University. Libraries, 2022) Nakasone Wenzler, Kerry, author; Poon, OiYan, advisor; Albert, Lumina, committee member; Graglia, Pamela, committee member; Muñoz, Susana, committee member
The purpose of this study is to understand how Asian American Women (re)conceptualize leadership given their racialized and gendered experiences with oppression within higher education. Asian American Women leaders' stories are not represented in the traditional leadership theories dominated by white male heteronormative perspective that creates a culturally biased and homogenous conceptualization of leadership. Seven Asian American Women research collaborators joined me in co-constructing how we collectively (re)conceptualized leadership and centered our multiple identities to interrogate the systems of oppression within higher education that have impacted our leadership experiences at the intersections of race and gender. This critical constructivist study is rooted in Asian American Feminist ways of knowing, using a qualitative critical race methodology called counter-storytelling to highlight the power of experiential knowledge that exists within Asian American Women's experiences. The (re)conceptualized leadership themes are interconnected, introspective, culturally informed, and reflect a duty of care for our communities that centers the humanity in others and ourselves, ongoing engagement in critical self-reflection as part of our own healing and leadership praxis, an understanding of how to leverage our positionality through intersectional strategic leadership, and a commitment toward shared liberation through collective empowerment. The significance of this study is contributing an intersectional (re)conceptualization of Asian American Women leadership, co-constructed through meaning-making of counter-stories shared by Asian American Women leaders in higher education. Additionally, I offer a conceptualization of Asian American Women's ways of knowing and engaging with the world to contribute to future research toward an Asian American Feminist epistemology co-constructed with other Asian American Women leaders and scholars.
Open Access
Confesiones y consejos de tres mujeres: how Chicana/Latinas navigate, negotiate, and resist hegemonic structures within higher education
(Colorado State University. Libraries, 2020) Carmona, Josefina, author; Poon, OiYan, advisor; Gonzales, Leslie, committee member; Muñoz, Susana, committee member; Sagás, Ernesto, committee member
The purpose of this qualitative study was to better understand the experiences of Chicana Latinas interested in the professoriate. Rooted in a Chicana Feminist Epistemology, the study utilized a testimomio/platica approach to answer how Chicana/Latinas navigate, negotiate, and resist the hegemonic academic structures that exist in higher education as they traverse the pathway to and through the professoriate. The principal themes emerging from the pláticas highlighted that platicadoras are in a constant state of negotiation, even the slightest deviations for the approved/legitimate standards set forth by academia are considered forms of resistance, and platicadoras live in a constant state of hypervigilance. Utilizing Anzaldúa's (2015) seven steps of conocimiento, the study provides a framework for how to understand the pain and trauma experienced by Chicana/Latina's in their journeys. Resulting from this study is, Un modelo de conocimiento, which provides an opportunity to better understand the nuances of navigation, negotiation, and resistance and how they interact with the stages of conocimiento, building bridges for healing. In collecting, documenting, and sharing roadmaps, Chicana/Latinas reclaim their spaces in the arena of knowledge creation. More importantly, to reimagine the academy, guided by an ethic of love and care, an opportunity to apply Rendon's (2000) Academics of the Heart as well as follow the consejos of the platicadoras.
Open Access
Eia ka lei: a Kānaka College Choice Framework for our survivance and ea
(Colorado State University. Libraries, 2024) Chun, Nikki Lynne Mee Kāhealani, author; Poon, OiYan, advisor; Ginsberg, Ricki, committee member; Kahumoku, Walter, III, committee member; Rivera, Carmen, committee member
This research study makes a significant contribution to understanding the experiences of Native Hawaiian students in higher education and their college choice process. Research and literature focused on or inclusive of Native Hawaiians in higher education is scarce and limited (Reyes, 2018), so there is very little known about how Native Hawaiian students navigate to and through higher education. The central research question focused on developing a college choice framework specifically tailored to Native Hawaiians: What might a college choice framework look like when developed by and for Native Hawaiians? Employing KanakaCrit (Reyes, 2018) as a theoretical framework, lei making as the research design framework (Alencastre, 2017; Vaughan, 2019), and talk story methodology (Kovach, 2010; Sing et al., 1999), the study successfully elicited stories on the college choice experiences of Native Hawaiian students. The findings led to the creation of a culturally responsive Kānaka College Choice Framework, which aims to uplift the needs and values of Native Hawaiians in college choice research and contribute to the continued survivance of the lāhui (Hawaiian nation). The framework is interdisciplinary, iterative, and integrative. Like a lei, it wraps aloha (care, love) and 'ohana (family) around the student as they navigate the college choice process.