Emotional Labor Among TESOL Teachers of Color: A Poststructural Approach to Racialized Teaching Experiences

• In Event: AERA Roundtable Session Friday 7:45 am
  In Roundtable Session: Feminist Practices/Emotional Labor: Examining Intersectional Educator Identity

Abstract

This study examines the emotional labor experiences of TESOL teachers of color in the United States, addressing the dearth of research on their emotional lives. Using a poststructural framing, we investigate how emotional labor is shaped by Whiteness, and how macrosystemic ideologies manifest in school interactions. 10 semi-structured interviews were conducted with teachers of color from K-12 settings. Synthesized Member Checking was implemented, and the process was conducted with a restorative justice lens. Thematic analysis was guided by the poststructural approach, accounting for social dynamics and identity. Findings highlight the value of TESOL teachers of color, and the challenges participants face related to emotional labor and racialized social dynamics. Implications concern school systems, educator wellness, and teacher preparation programs.

Authors

• Alexander Parker, Johns Hopkins University

• Heather Mehrtens, Johns Hopkins University