Understanding Identity and Practice of Asian American Educators

• In Event: 44.073 - Beyond Black, Brown, and White: A Critical Symposium of Asian American Teacher Identity

Abstract

The purpose of this study is to understand how Asian American teachers make sense of their racial identity, and the ways their identities shape practices with diverse students. The following research questions are explored: 1) How do a group of Asian American teachers articulate their racial identity? 2) In what ways do Asian American teachers’ understandings of their racial identity relate to and emerge in their practice? Drawing from broadly from Sociocultural Theory (Wenger, 1998) and Asian Critical Race Theory (Museus, 2014), and specifically the notions of figured worlds (Boaler & Greeno, 2000; Holland et al., 1998) and positioning (Esmonde, 2009), this study seeks to understand how Asian American identity has been constructed over time in relation to significant spaces or people and particular racializations positioned onto Asian Americans. Data was collected using semi-structured group interviews with eight (n=8) veteran secondary teachers in a large, urban school district in California. Participants met for four group interviews, each lasting between 1-2 hours. Teachers were asked to share stories about what Asian American means to them, what experiences have shaped this meaning, and share classroom artifacts that reflect how they see their Asian American identity emerging in their practice. Preliminary findings reveal conceptualizing Asian American identity as a “spectrum” between “not being Asian enough” and “being too Asian.” Teachers described pushing back on Asian American identity in an effort to resist honorary White status, and, because of a lack of Asian American representation in media and society, drawing from elements of Black or Latinx culture. Class and language in relation to other Asian Americans within local community, K-12 schooling, and college/university were identified in shaping their understanding of Asian American. Particular to practice, analyses include differences in experiences of Asian American teachers with relation to gender, specifically leadership and authority of Asian American female teachers being questioned as compared to Asian American male teachers. Teachers described building relationships with Students of Color through the shared experience of being immigrants or children of immigrants. This research is ongoing through the summer and fall of 2016 and the final presentation will reflect both pieces of identity and practice. This study becomes important in contributing to the Asian American voice in Teacher Education. The overwhelming presence of Whiteness in Teacher Education can be silencing for prospective Teachers of Color who bring rich experiences and need space to translate their cultural knowledge to pedagogical practice (Sheets & Chew, 2002; Sleeter, 2001). This study contributes in supporting pre-service teachers in leveraging their identities in their teaching. Learning from in-service educators, their contributions, strengths, and challenges sheds light on ways to support Asian American teachers as they progress in their career.

Author

• Juliet Lee, University of California - Los Angeles