Examining the Incorporation of Asian American Young Adult Literature and Teacher Confidence in Secondary English Classrooms

• In Event: Resisting the Paradigm: Connecting Culture, Narrative, and Innovation in Educational Practice

Abstract

This qualitative and quantitative research study sought to understand educators’ beliefs and practices on teaching preparation and approaches to teaching Asian American literature in secondary English classrooms. Informed by Django Paris’ (2012) Culturally Sustaining Pedagogy, survey and interview responses from middle and high school English teachers around the United States are analyzed, including lists of books utilized in classroom curricula. The researcher examined open-ended and evidence-grading responses to produce thematic findings about participants’ knowledge, perceptions, and confidence in teaching Asian American literature. Findings show that the literature incorporated in current curricula lacks culturally diverse texts, and the self-reported introspection of educators revealed feelings of insufficient preparation and a lack of resources to teach Asian American literature.

Author

• Akira Park, Washington State University