Culturally Responsive Practices Among Chinese Male Childcare Professionals in the United States

• In Event: AERA Roundtable Session Sunday 9:45 am
  In Roundtable Session: Educator Workforce and Practice and AANHPI Communities

Abstract

This case study examined the experiences and perceptions of three Chinese immigrant male early childhood professionals in the United States regarding their culturally responsive teaching practices. Chinese immigrant male early childhood professionals encounter unique challenges stemming from their ethnic and gender minority status in a field predominantly occupied by non-Chinese women. The thematic analysis shows that their culturally responsive practices were shaped by their perceptions of gender roles, developmental backgrounds, and job responsibilities within the workplace despite the barriers. This study underscores the need for a more inclusive professional development that actively fosters culturally relevant teaching among Chinese immigrant male early childhood professionals.

Authors

• Qiong Wu, California State University - Los Angeles

• Davyn Jones, Cornell University

• Su-Jeong Wee, California State University - Los Angeles

• Wook Yang, California State University Los Angeles

• Yafen Lo, California State University - Los Angeles