Abstract
Few Asian American men choose to become teachers in the United States, and the career paths of those who do are not well understood. Guided by Situated Expectancy-Value Theory, analyses of interviews with 12 Asian American male preservice teachers revealed three themes. First, men navigated social discouragement and variable parental support for a teaching career. Second, their career decisions were grounded in commitments to personal agency, non-conformity, and making a social contribution. Third, career exploration, including early teaching experiences and exploring non-teaching career possibilities, clarified strengths and values. Theoretical and practical implications are discussed.
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