Abstract
In this article, I apply a critical autoethnographic approach to frame my experience as a Taiwanese immigrant woman faculty in the US higher educational institutions where I served and continue to serve. I describe how I developed research agendas to produce knowledge as a means to diversify our understanding of minorities. Conducting research in rapidly changing Chinese ethnic communities with an intent to include other immigrant groups and produce cross-ethnic understanding with other researchers in digital media proved to be incompatible with the current conditions of the tenure-granting process at CUNY, and my application for tenure was denied. However, I contested the decision; and after winning my case, I engaged in institutional research on the roles of Asian American faculty in leadership in the system. I conclude that hiring and retention of diverse faculty and engaging in activism are ways to maintain academic rigor for the system.
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Articles in the same Issue
- Editorial Comment
- Beyond Knowledge to Applying Multiculturalism
- Articles
- Teacher as a Foreigner in Critical Multicultural Teacher Education
- Bridging Cultural Gaps: My Voice
- America’s Higher Education: My Journey as a Taiwanese Immigrant Woman Faculty
- Reflections on America’s Higher Education: My Hmong Voice
- Interactions with Asians in Higher Education: Beyond Multicultural Myths
Articles in the same Issue
- Editorial Comment
- Beyond Knowledge to Applying Multiculturalism
- Articles
- Teacher as a Foreigner in Critical Multicultural Teacher Education
- Bridging Cultural Gaps: My Voice
- America’s Higher Education: My Journey as a Taiwanese Immigrant Woman Faculty
- Reflections on America’s Higher Education: My Hmong Voice
- Interactions with Asians in Higher Education: Beyond Multicultural Myths