Art Education Experiences of Three Asian Women Formally Doctoral Students in the United States

三位亞洲女性博士生在美國學習藝術教育經驗之研究

伊妮•吉姆曼(Enid Zimmerman)

國際博士生 ； 領導權能 ； 女性主義 ； 賦權 ； 社區關懷 ； international doctoral students ； leadership ； feminism ； empowerment ； community of caring

藝術教育研究

10期（2005 / 12 / 01）

1 - 24

英文

本研究透過訪談的方式，探討三位亞洲女性博士生於美國修讀藝術教育博士學位過程中的現況、動機、正負面影響因素，以及對於未來追隨者的建議。當進行訪談的內容分析時，本研究運用Thurber及Zimmerman的領導權能模式進行資料分類。研究結果顯示，對研究對象而言，要同時克服文化衝擊及學業壓力，是相當大的考驗；而要建立自信，並成為勝任的藝術教育學者，則家庭支援、外界肯定，以及學習成為學者等是非常重要的因素。此外，研究對象認為，在修讀學位的初期，即應謹慎規劃，以面對可能遭遇之挑戰；研究結果亦顯示，美國本地學生並未對亞洲女性博士生充分展現關懷善意，因此未來應首重將亞洲女性博士生納入美國本地學生的文化圈，使其有「圈內人」的歸屬感。

Three former Asian women doctoral students in an art education program in the United States were interviewed about their current status, motivation, supportive and hindering factors in their doctoral study, past leadership skills, effect of receiving a doctorate, and future recommendations for those who are seeking to be doctoral students in the future. Categories that resulted from content analysis of the data were aligned with a leadership model developed by Thurber and Zimmerman. Results of this study indicate that for these doctoral students accommodating to both a new culture and an academic culture was challenging. Building self-confidence and becoming successful future art educators, family support, outside acknowledgement of a person's abilities, and learning to become professional scholars were important. It was concluded that carefully planned educational experiences are needed so that fear of failure, desire to have correct answers, and challenging others' ideas in public arenas are addressed early in Asian doctoral students' studies. It also was found that a caring community of American students was not always open to them. In the future the need for doctoral students from Asia to be integrated into a community of caring and become insiders, not outsiders, should be of primary concern.

1. Anzaldua, G. E.(1990).Making face/Making soul/Haciendo-caras: Creative and critical perspectives of women of color.
2. Clinchy, B. M.(1986).Women's Ways of Knowing: The Development of Self, Voice, and Mind.
3. Gilligan, C.(1982).In a Different Voice: Psychological Theory and Women's Development.
4. Gosetti, P. P.,Rusch, E.(1995).Women leading in education.
5. Hart, A. W.(1995).Women leading in education.
6. Hegelsen, S.(1990).The female advantage: Women's ways of leadership.
7. Hooks, B.(2000).Feminism is for everybody.
8. Hooks, Bell(2000).Feminist theory: from margin to center.
9. Irwin, R. L.(1992).A fine arts supervisor: A political image.Studies in Art Education,32(2),110-121.
10. Irwin, R. L.(1993).Charismatic and transformational leadership in a community of women art educators.Canadian Review of Art Education,20(2),80-98.
11. Irwin, R. L.(1995).A circle of empowerment: Women, education and leadership.
12. Lewis, M. G.(1993).Without a word: Teaching beyond women's silence.
13. McCall, A. L.(1995).Women leading in education.
14. Noddings, N.(1992).The challenge to care in schools.
15. Pence, L. J.(1995).Women leading in education.
16. Witzling, Mara R.(1994).Voicing today's visions: Writings by contemporary women artists.
17. Zimmerman, E.,Thurber, F.(1996).Gender issues in art education.
18. Zimmerman, E.,Thurber, F.(1997).Voice to voice: Developing in-service teachers’ personal, collaborative, and public voices.Educational Horizons,75(4),180-186.
19. Zimmerman、 Enid(1997).Building leadership roles for teachers in art education.Journal of Art and Design Education,6(3),281-284.
20. Zimmerman、 Enid(2003).Women art educators 5.
21. Zimmerman、 Enid(1999).‘No girls aloud’: Empowering art teachers to become leaders.Australian Art Education,22(2),2006/2/8.
22. Zimmerman、 Enid(1997).I don't want to sit in the corner cutting out valentines: Leadership roles for teachers of talented art students.Gifted Child Quarterly,21(1),33-41.
23. Zimmerman、 Enid,Thurber, F.(2002).An evolving feminist leadership model for art education.Studies in Art Education,44(1),2006/5/27.