Recruiting and Retaining Asian American and Pacific Islander Teachers

Autor/inn/en	Kim, Grace MyHyun; Cooc, North
Titel	Recruiting and Retaining Asian American and Pacific Islander Teachers
Quelle	In: Urban Review: Issues and Ideas in Public Education, 53 (2021) 2, S.193-217 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-020-00571-1
Schlagwörter	Teacher Recruitment; Teacher Persistence; Self Concept; Minority Group Teachers; Asian Americans; Pacific Islanders; Multilingualism; Teacher Education Programs; Cultural Pluralism; Disproportionate Representation; Teacher Attitudes; Teaching Experience; Racial Bias; English (Second Language); Second Language Learning; Educational Policy; Critical Theory; Teaching Methods; Equal Education + Suchen Sie Ihr Suchwort? Lehrerrekrutierung; Selbstkonzept; Asian immigrant; United States; Asiatischer Einwanderer; USA; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Lehrerverhalten; Racial discrimination; Rassismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The lack of Teachers of Color in the United States raises questions about their recruitment and retention and the responsiveness of schools to racial and linguistic diversity. This article examines these issues with a focus on Asian American and Pacific Islander (AAPI) teachers. We conducted a systematic review of the research on AAPI teacher experiences and synthesized 50 peer-reviewed publications to understand the scope of previous research and challenges to AAPI recruitment and retention. The results show AAPI teachers (1) negotiating their identities as Asian or Pacific Islander "and" American and (2) facing racialization as foreigners and non-native English speakers. Policy implications include supporting more cultural and linguistic diversity in teacher education programs and schools and also opportunities for all teachers to engage in critical praxis regarding their racial identities and issues of equity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01