Navigating Identity Paradoxes: A Self-Reflection on Challenges and Growth of an International Teaching Assistant

• In Event: AERA Poster Session Wednesday 4:20 p.m.

Session Type: Poster Session

Abstract

This study examines the identity paradoxes and socio-cultural challenges faced by international teaching assistants (ITAs) in a multicultural educational context. Using autoethnography, the research collected identity collages and journals, exploring the personal journey of a native Mandarin speaker and EFL learner working as an ITA in Canada. Findings reveal three identity paradoxes—confident EFL learner vs. unconfident English user, student researcher vs. perceived expert, and translingual speaker vs. English-only ITA. Additionally, three socio-cultural challenges—cultural assimilation, self-stereotyping, and language resource limitations—are identified. The study underscores the potential for growth and professional development through self-reflection and highlights the importance of support and inclusivity for ITAs in educational settings.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 08: Teachers’ Lives, Identities, and Journeys

Papers

• 48. Navigating Identity Paradoxes: A Self-Reflection on Challenges and Growth of an International Teaching Assistant (Poster 48) - Sitong Wang, McGill University