Asian American Male Math Teachers, the Model Minority Myth, and Internalized Racism

• In Event: Male Teachers of Color and the Remaking of the Teaching Force

Abstract

This paper explores AAPI male math teacher identity and how the myth of the model
minority influences how these teachers position themselves in their work. Through an
intersectionality lens (Crenshaw, 1994), we examine how male AAPI mathematics teachers
reflect on the intersecting identities of being AAPI, male, and a teacher of mathematics, in
addition to other identities (e.g. sexual orientation).

Authors

• Kari Kokka, University of Pittsburgh

• Theodore Chao, The Ohio State University