Pushing Asian Indian American Girls for Mathematics and Science Education: Catalytic Role of Asian Indian Immigrant Mothers

• In Event: Moving Beyond the Forever Foreigner–Honorary White Binary: Asian/American Education Scholars on Re/Claiming Diasporic and Transnational Lived Experiences

Abstract

Purpose
This study examines Asian Indian immigrant mothers’ role in their daughters’ learning and achievement in STEM subjects. It investigates what messages second-generation daughters receive from their immigrants mothers for career choices, how mothers’ aspirations and expectations mediate second-generation Asian Indian. There are no prior studies related to differences in mathematics achievement and gender gap for this group in the US.

Theoretical Framework
This study is grounded in the interplay between social context and construction of identity, the role of identity in learning and cultural capital (Bordieu, 1979), and the role of achievement ideology in mathematics achievement and learning. Using the cultural ecologist framework, this study examines ways in which sociocultural and historical experiences, the perception of opportunities, and value of schooling affects academic performance (Gibson, 1988; Ogbu, 1991). Identity is defined as a combination of the perception of self, the negotiation of sociocultural contexts and sociohistorical events, personal experiences, a sense of belongingness, attitudes, beliefs, and all discourses (Bishop, 2012; Gee 2005).

Methodology
This study follows qualitative methodology of narrative inquiry that assumes that knowledge is created and can be learned from access into a person’s lived experiences through narratives of their “storied lives” (Clandinin & Rosiek, 2007, p. 37). Participants are 20 professional and educated Asian Indian mothers, 10 stay-home mothers with 2-4 years of college degree from India, and 10 mothers with high school diploma, and their daughters who were in Advanced Placement (AP) math and science courses in three magnet middle schools, and two specialized high schools. Participants are from a metropolitan city in northeast America. I used informal interview, narrative documents, observation, and audiotape as data source.

Findings
Mathematics education and high achievement were viewed by the participants as the door to a stable career and upward mobility. They wanted their daughters to become doctors, lawyers, computer scientists, or opt for another professional career. They believed that high mathematics grades and a sound knowledge of mathematics are essential for gaining admission to prestigious colleges and supported majors in STEM areas or economics. One mother claimed: “Mathematics is essential for any good field. You cannot get into a good college with failing grades. All good colleges require high scores in math on SAT (Scholastic Aptitude Test).” Many mothers expressed that in order to achieve good math scores, one cannot depend solely on schools for mathematics education because many schools do not have good math teachers; as a result, their daughters needed math tutors.

Implications
The message to overcoming racism, whereas girls are encouraged to pursue a more challenging mathematics education, become professional and gain entry to elite American society has positive implications for Asian Indian women in male dominated Indian and mainstream society. At the same time motivation for higher mathematics achievement and push for STEM career will bridge the gender gap in STEM professions.

Author

• Rupam Saran, Medgar Evers College - CUNY