Korean American social studies teachers’ perceptions and experiences of teaching profession in multicultural urban high schools

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

This study explores two Korean American social studies teachers’ perceptions and experiences of the teaching profession in multicultural, urban public high schools. Drawing upon critical race theory (CRT) and its interconnection to the model minority myth, the most dominant form of racism against Asians as theoretical underpinnings, this study focuses on: (1) Korean American teachers’ unique experiences of being racial minority educators teaching a contentious subject like social studies within culturally and linguistically diverse school settings; and (2) the influences of the model minority racial stereotype on the teachers’ career choice, professional experiences, and associated coping strategies. This study aims to shed light on the heterogeneous stories and ethnoracially contextualized teaching experiences of Asian American teachers and to provide meaningful insights into and practical implications for the preparation and retention of teachers of color.

Original languageEnglish
Pages (from-to)105-117
Number of pages13
JournalRace Ethnicity and Education
Volume21
Issue number1
DOIs
StatePublished - 2 Jan 2018

Keywords

  • Asian American teachers
  • Model minority myth
  • social studies teachers of color
  • urban schools

Fingerprint

Dive into the research topics of 'Korean American social studies teachers’ perceptions and experiences of teaching profession in multicultural urban high schools'. Together they form a unique fingerprint.

Cite this