Exploring Chinese and Korean American Teachers’ Perceptions of Their Cultural Identity as Assets and Barriers

Abstract

The representation of Asian American teachers in schools is a unique asset in promoting diversity and advocating for social justice. However, they also face various barriers that negatively affect their work experiences. The diverse nature of the Asian American population is likely to yield different assets and barriers among teachers from different ethnic groups. To gain insight into how Chinese and Korean American teachers perceive their cultural identity in their teaching practices, we utilized a qualitative approach by conducting semi-structured interviews with nine teachers who identified as Chinese and/or Korean American in K-12 public schools in California. Findings based on thematic analyses of the interview data revealed several assets, including empathy and understanding towards minority groups, more exposure to diversity, increased representation, and shared language skills. However, there were also identified barriers, including internalized model minority beliefs, cultural expectations of being passive observers, internalized racism, an overemphasis on education, and a savior complex. Based on our findings, we provide practical suggestions for recruiting and retaining Chinese and Korean American teachers in schools.