Community Cultural Wealth of Immigrant Teachers from the Global South in U.S. Classrooms

• In Event: Power, Perspective, and Practice in Teacher Development

Abstract

This study explores the experiences of immigrant math teachers from the Global South in U.S. K-12 schools. Grounded in community cultural wealth framework and using a phenomenological approach, the research examines how these immigrant teachers draw on their community cultural wealth to shape their professional identities and overcome challenges. Findings show key themes of hard work, strong content knowledge of math, and a unique ability to connect with immigrant students.

Authors

• Saesaem Yoon, University of Washington Tacoma

• Seda Ozbek-Damar, Arizona State University

• Tipsuda Chaomuangkhong, Arizona State University