This study illuminates the nuanced experiences of Asian international women students in Computer and Mathematical Sciences, and Engineering doctoral programs in the United States, a domain historically shaped by male dominance, White supremacy, and Western ideologies. While existing literature on gender and racial-ethnic disparities in Science, Technology, Engineering, and Math has utilized an intersectionality framework, this investigation reveals the particular ways in which AIS women's identities are constructed and negotiated within these spaces. Employing narrative inquiries and a counter-storytelling approach, the research uncovers the intersectionality of race, foreign status, and gender identity among these scholars, demonstrating how these dimensions interact uniquely for AIS women. Key findings reveal a pronounced de-emphasis of racial identity in favor of a strong STEM identity, a strategic response to systemic marginalization and racial challenges. This prioritization reflects a culturally embedded respect for meritocracy and academic achievement, reshaped in the U.S. context by their experiences of racialization and othering. The study also highlights the salient gender identity of AIS women, exacerbated by the masculine culture of CME fields. Despite the external assumption of privilege due to their Asian and international status, these women confront significant gender stereotypes and discrimination. Their strong STEM identity, fostered through resilience and the pursuit of academic and professional excellence, emerges as a counter to traditional gender norms and a mechanism for navigating the complex landscape of gender and racial inequality in STEM. The research proposes a new conceptual framework integrating the intersectionality of AIS women's identities with the Looking-Glass Self theory, offering a comprehensive understanding of their experiences across different cultural and social contexts. This framework challenges the prevailing deficit thinking about AIS women in CME, emphasizing the complexity and resilience of their identity construction in the face of multifaceted inequalities. Implications of this study are vast, suggesting changes in research, policy, and practice to better support AIS women in STEM. By recognizing the intertwined nature of their gender, foreign, and racial identities, this research calls for a more nuanced approach in academic support, mentorship, and policy formulation to foster an inclusive environment that acknowledges and addresses the unique challenges faced by AIS women in CME fields. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]