在傳統的西方留學目的地之外，近年來越南學生的亞洲域內教育流動迅速擴展。其中，台灣尤其成為區域內理工領域的重要樞紐，吸引了越來越多的越南學生，包括攻讀高等學位的女性比例亦持續上升。然而，這些學生的生命經驗，處於性別、國籍與實驗室文化的交會之處，仍未獲得充分探討。本研究以跨國慣習（transnational habitus）以及「性別的實踐與解構」（doing and undoing gender）等理論為基礎，採取民族誌取徑，探討越南女性研究生如何在台灣理工環境中協商各種性別化期待，同時重新評估她們自母國帶入的文化價值。本研究運用半結構式訪談與「生命之河」（River of Life）敘事法，訪談十七位參與者，追溯她們自科系選擇、出國留學決定，乃至台灣日常實驗室生活的整體軌跡。
研究發現，這些學生抵達台灣時，已內化了一套由越南社會形塑而成的深層性別化慣習；此一慣習交織著儒家的影響、戰時「女超人」（superwoman）的歷史理想，以及當代對經濟生產力的期待。儘管台越兩地同享儒家根源，此慣習卻經常與在地的實驗室規範相互扞格。在這些場域中，家長式的指導教授權威與近乎全時在場的要求，使這些女性陷入依附狀態；與此同時，制度性的認可仍沿著性別與國籍的界線被劃分。此外，與越南婚姻移民歷史緊密相連的社會觀感，更進一步遮蔽了她們的學術身分。為因應這些壓力，參與者採取了一系列更為細膩的性別化策略。這些策略以「性別規範在無意識中被再生產」（無意識的實踐，unreflective doing）為基準線，並展現出三種「解構」的形式：（1）學生將預設女性處於劣勢的性別化實驗室文化轉化為自身的優勢（策略性轉向，strategic redirection）；（2）她們內在的自我評價框架發生轉變，同時在外顯行為上維持「順從」的展演以避免衝突（內在解構，interior undoing）；（3）她們逐漸累積新的學術參照點（包含實驗室內外），以恢復對自身能力的信心（累積性解構，accumulated undoing）。總體而言，本研究藉由引入亞洲域內的跨國視角，推進了理工領域女性研究的相關討論，並指出性別如何選擇性地形塑哪些慣習要素得以跨越邊界、流動與調適。

Alongside traditional Western destinations, intra-Asian educational mobility has expanded rapidly among Vietnamese students in recent years. Taiwan, in particular, has emerged as a key regional hub for STEM study, attracting a growing number of Vietnamese students, including a rising share of women pursuing higher degrees. However, the lived experiences of these students, situated at the intersection of gender, nationality, and laboratory culture, remain underexplored. Grounded in theories of transnational habitus, doing and undoing gender, this ethnographic study examines how Vietnamese female graduate students navigate gendered expectations in Taiwan's STEM environment while re-evaluating the cultural values brought from home. Drawing on semi-structured interviews and the River of Life method with 17 participants, this research traces their trajectories from initial field selection and study-abroad decisions through to daily laboratory life in Taiwan.
The findings reveal that these students arrive in Taiwan with a deeply internalized gendered habitus shaped by Vietnamese society, one that combines Confucian influences, the historical ideal of the wartime “superwoman”, and contemporary expectations of economic productivity. Although both societies share Confucian roots, this habitus frequently conflicts with local laboratory norms. Within these spaces, paternalistic advisor authority and demands for near-constant physical presence render the women dependent, while institutional recognition remains structured along gendered and national lines. Broader social perceptions, historically tied to Vietnamese marriage migration in Taiwan, further obscure their academic identity. To navigate these pressures, participants adopt a range of subtler gendered strategies. These operate against a baseline in which gender norms are reproduced without awareness (unreflective doing), and take three forms of undoing: (1) students turn the gendered lab culture that expects women's inferiority toward their advantage (strategic redirection); (2) their internal frame of self-evaluation shifts while outward behavior maintains a performance of “obedience” to avoid conflict (interior undoing); and (3) they gradually accumulate new academic references (both inside and outside the laboratory space) to restore confidence in their own competence (accumulated undoing). Ultimately, the study advances scholarship on women in STEM by introducing an intra-Asian, transnational perspective, suggesting that gender selectively shapes which elements of habitus travel and adapt across borders.

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