Balancing Cultures, Balancing Work: A Qualitative Study of South Asian Women Faculty in the United States

• In Event: Roundtable Session 80
  In Roundtable Session: Using Multiple Lenses for Examining Asian Americans Navigating Bicultural Experiences in Higher Education Contexts

Abstract

First generation South Asian women in the United States often face the task of negotiating a bicultural existence. South Asian women carry a heavier burden than men toward maintaining an “authentic” culture (Dasgupta, 1998). Simultaneously, they are being socialized within the American culture. Asher’s (2003) study exemplifies the discord for South Asian women in America who are encouraged to pursue both high educational goals while retaining familial obligations defined by their ethnic culture. For women faculty, the issues may be further compounded due to the complex set of tasks expected to be accomplished in teaching, research and service. The purpose of this study is to contextualize and understand the faculty experience of first-generation South Asian women in the U.S. Academy.

Inman et al.’s (2001) work on developing the Cultural Values Conflict Scale (CVCS) for South Asian women examines the dissonance that occurs in women who are negotiating the experience of acculturation. For South Asian women who have been raised with a traditional South Asian upbringing, the addition of American culture can cause conflicting scenarios, attitudes and feelings. Cultural value conflict stems from the difficult experience of contending simultaneously with the values and behaviors learned in one’s culture of origin while being imposed with those of the new culture. The cultural value conflict framework facilitates the further understanding of South Asian women academics in this study.

Qualitative data analysis was employed in order to lend voice to the participants. Purposive sampling was used in order to find women that matched the criteria for participation. South Asian first and 1.5 generation women participated in the study through the use of a three-part questionnaire that covered the following: a) demographics; b) personal history related to academic and career goals; and c) navigating the bicultural experience, particularly in relation to participants’ experience as faculty. Content analysis was used to analyze interview data. The study was approved by the Institutional Review Board.

Most of the women in the study were able to navigate the bicultural experience relatively well. However, several discussed struggles related to adapting to U.S. culture, incorporating religious practices, and adapting to teaching and learning styles in the U.S. Some of the women enhanced their acculturation experience through incorporating their life and work interests. Several were able to incorporate both cultures into their life and work.

Although there is some research on Asian women scholars, there is limited research on South Asian women. Therefore, this study becomes a critical lens into understanding their experiences in academia. First-generation South Asian women academics have a lot to contend with in the Academy. Combining elements of first generation status and coming from a culture with high academic and cultural expectations compounds the complexity of their experience. Through this study, the women share their experiences navigating the bicultural experience. This study can help inform others within the cultural community as well as Deans and Academic Administrators in order to facilitate a more positive experience in the Academy.

Author

• Matthew A. Witenstein, Claremont Graduate University