Social Influences and Life Experiences That Led Asian American Men to Pursue a Teaching Career

• In Event: Antecedents and Outcomes of Teacher Development and Engagement

Abstract

This study sought to understand how Asian American men, a severely underrepresented group in the teaching corps, decided to pursue a teaching career. Guided by Expectancy-Value Theory, the study used thematic analysis of in-depth interviews with 12 Asian American male preservice teachers. Results are discussed in four interrelated themes: (1) Men had to reject cultural messages that devalued a teaching career; (2) Men embraced non-conformity and prioritized personal values and goals; (3) Parental perceptions amplified or mitigated cultural messages; and (4) Positive schooling experiences, influential teachers, and career exploration activities anchored men’s career choice. Results demonstrated the emergent and culturally situated nature of preservice teachers’ professional identity formation, with implications for theory and practice.

Author

• Bradley W. Bergey, Queens College, CUNY