Asian American teachers in U.S. classrooms: identity performances and pedagogical practices

Abstract

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.