Asian American Teachers in U.S. Classrooms: Identity Performances and Pedagogical Practices

Autor/in	Chow, Candace J.
Titel	Asian American Teachers in U.S. Classrooms: Identity Performances and Pedagogical Practices
Quelle	In: Pedagogy, Culture and Society, 29 (2021) 1, S.21-41 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chow, Candace J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2019.1684350
Schlagwörter	Asian Americans; Minority Group Teachers; Racial Identification; Identification (Psychology); Teaching Methods; Cultural Awareness; Role Models; Ethnic Stereotypes + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Asiatischer Einwanderer; USA; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Identifikationsfigur; National stereotype; Nationales Stereotyp
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01