Does race matter? Insights into the professional experiences of foreign Asian English teachers in China

Abstract

ABSTRACT This study explores the professional experiences of English teachers of East Asian descent (foreign Asian [FA] English teachers) in China, focusing on how these perceptions use race as a point of reference. To provide comparative accounts, the experiences of these FA teachers are examined from both their own perspectives and those of their colleagues. Semi-structured in-depth interviews were conducted with two FA native English-speaking teachers (NESTs), two White NESTs, and one White non-native English-speaking teacher (NNEST). Findings indicate that FA teachers in China are susceptible to inequalities in recruitment and salary compared to their White counterparts. However, these teachers also recognise the advantages of their shared racial identities as Asian, which facilitated stronger connections with their Chinese learners. These findings, analysed through the lens of critical race theory, highlight how racial identity impacts FA English teachers' professional experiences, revealing both the advantages and the challenges they face in their professional contexts.