Unpacking Racial Identities: The Salience of Ethnicity in Southeast Asian-American Youth's Schooling Experience

Autor/in	Uy, Phitsamay Sychitkokhong
Titel	Unpacking Racial Identities: The Salience of Ethnicity in Southeast Asian-American Youth's Schooling Experience
Quelle	In: Race, Ethnicity and Education, 21 (2018) 3, S.407-421 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2016.1248820
Schlagwörter	Asian American Students; Racial Identification; High School Students; Whites; Secondary School Teachers; Urban Schools; Teacher Attitudes; Student Reaction; Ethnicity; Classification; Laotians; Cambodians; Semi Structured Interviews; Observation; Teacher Role; Child Responsibility; Qualitative Research + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; White; Weißer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Schülerkritik; Ethnizität; Classification system; Klassifikation; Klassifikationssystem; Kambodschanisch; Beobachtung; Lehrerrolle; Qualitative Forschung
Abstract	This article reconceptualizes white teachers' notion of their Asian-American students' racial identity. Forty urban Southeast Asian-American (SEAA) students and seven of their white European-American teachers were examined to determine how the students responded to the white teachers' assumptions about their identity. This study provides an overview of the U.S. historical and political contexts that shape the positionality of Southeast Asian-American youth in the black--white racial discourse. It found that despite the fact that the teachers lumped the SEAA students into one category, the students highlighted the salience of ethnicity in their lives. One implication of this study is for teacher education programs to train new teacher candidates to move beyond simple racial categorization or race-blind approaches. Instead, teachers should be taught to acknowledge the importance of ethnicity to their students; to examine their own positionalities; and to incorporate more culturally relevant pedagogies into their instructional practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01