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ERIC Number: EJ1282583
Record Type: Journal
Publication Date: 2021
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1468-1366
EISSN: N/A
Asian American Teachers in U.S. Classrooms: Identity Performances and Pedagogical Practices
Chow, Candace J.
Pedagogy, Culture and Society, v29 n1 p21-41 2021
Teachers' social identities are an integral part of their professional identities. The present study explores Asian American teachers' performances of racial/ethnic identities and pedagogical practices in the classroom. The author uses a performance framework to understand how Asian American teachers both reify and resist stereotypes through the process of identity construction vis-à-vis particular racial encounters in the classroom. Analysis of semi-structured interviews with 25 Asian American teachers from across the United States suggests that Asian American teachers perform identities through three pedagogical practices: (1) by downplaying identities; (2) as cultural role-models; and (3) as resistors of stereotypes. These findings reveal that Asian American teachers play an important role in facilitating cross-cultural classroom interactions, affirming racial/ethnic identities for Asian American students, providing non-stereotypical discourses through which students can understand Asian Americans, and creating inclusive learning spaces for students of all backgrounds.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A