Am I a Qualified Literacy Researcher and Educator? A Counter-Story of a Professional Journey of One Asian Male Literacy Scholar in the United States

Autor/in	Jang, Bong Gee
Titel	Am I a Qualified Literacy Researcher and Educator? A Counter-Story of a Professional Journey of One Asian Male Literacy Scholar in the United States
Quelle	In: Journal of Literacy Research, 49 (2017) 4, S.559-581 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X17733491
Schlagwörter	Males; Barriers; Minority Group Teachers; College Faculty; Equal Opportunities (Jobs); Critical Theory; Race; Cultural Differences; Immigrants; Teacher Researchers; Literacy Education; Racial Bias; Autobiographies; Korean Americans; Asian Americans; Experience; Ethnic Stereotypes + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Fakultät; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Kritische Theorie; Rasse; Abstammung; Kultureller Unterschied; Immigrant; Immigrantin; Immigranten; Lehrerforschung; Racial discrimination; Rassismus; Autobiography; Autobiografie; Autobiographie; Asian immigrant; United States; Asiatischer Einwanderer; USA; Erfahrung; National stereotype; Nationales Stereotyp
Abstract	Although there has been a significant increase in the number of minority faculty members in higher education, little is known about potential barriers and challenges we face during their early career development. In this counter-story article, I share my own professional experiences regarding the choices I made and obstacles I faced in developing my own career including both teaching and research. Compared with mainstream early career scholars, I realized that there are certain areas or methods that I was expected to teach or research. I hope that my counter-story presented in this article can contribute to understanding the conflicts and labels that international faculty may face and reframing them as potential assets that we can develop and bring into meaningful literacy practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01