An AsianCrit Analysis of Asian American Teacher Motivations

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: AsianCrit, Female Teachers, and Gender Differences (Table 24)

Abstract

This narrative study examined how a group of Asian American teachers made sense of their motivations to become teachers in relation to their racialized experiences. Adopting a narrative inquiry approach and multiple tenets of the Asian Critical Race Theory, participant narratives revealed that they attributed their initial interests in teaching to their own inequitable schooling experiences characterized by Asian American invisibility and marginalization in schools. They thus viewed teaching as a way to increase Asian American representation and combat White supremacy and racial injustices in educational spaces. Participants were also committed to improving racial and social justice by advocating for students from marginalized

Author

• Yiting Chu, University of South Florida - Tampa