Implementing the TEAACH Act: Asian American Teachers’ Perceptions, Barriers, and Supports

• In Event: AERA Roundtable Session Sunday 1:45 pm
  In Roundtable Session: Curriculum as Policy, Curriculum as Power: Whose Knowledge Counts?

Abstract

This study explores how Asian American elementary teachers conceptualize and implement the Teaching Equitable Asian American Community History (TEAACH) Act in Illinois K-5 classrooms. By evaluating its theory of action, this study analyzes the role of state, district, school, communities/families, and teachers in effectively implementing the mandate. Semi-structured interviews were conducted with four Asian American elementary teachers. Teachers reported their understandings and perceptions of the TEAACH Act and identified perceived barriers and supports for implementing it in their classrooms. The finding indicates gaps and support from different actors for effective policy implementation in K-5 classrooms. This study provides evidence on the implementation of the TEAACH Act, highlighting critical roles across multiple levels to implement a new policy.

Authors

• Hyeungok Kang, California State University - San Bernardino

• Su Yon Choi, Michigan State University

• Jonga Lee, Sungkyunkwan University

• Jeong Yeon Park, California State University - Fullerton