Asian American Teachers Negotiating Double Marginalization in Teaching and Solidarity Building

• In Event: BIPOC Teacher Resistance and Solidarity

Abstract

This study examines Asian American teachers’ racialized experiences teaching and building solidarity with predominantly Black and Latinx students. Adopting tenets of Asian Critical Race Theory, findings indicate that participants strategically utilize their Asian American identities and experiences to challenge stereotypes about Asian American people and build relationships with Black and Latinx students and parents based on their shared struggles against White supremacy. However, participants experience a paradoxical condition of ‘double marginalization:’ on the one hand, they are largely made invisible as “forever foreigners” in the dichotomous Black-White racial context; on the other hand, they receive limited recognition as members of the collective people of Color due to the prevailing “model minority” and “honorary White” stereotypes.

Author

• Yiting Chu, University of South Florida - Tampa