Navigating Double Marginalization: Narratives of Asian (American) Educators Teaching and Building Solidarity
Document Type
Article
Publication Date
2024
Keywords
Asian American teachers, AsianCrit, double marginalization, model minority myth, racialization
Abstract
This study examines Asian (American) teachers’ racialized experiences teaching and building solidarity with predominantly Black and Latinx students. Adopting tenets of Asian Critical Theory, the findings reveal participants’ paradoxical experiences of ‘double marginalization’: On one hand, they are broadly excluded from the Black-White racial paradigm and made invisible as racial outsiders and ‘forever foreigners’; on the other hand, they report feeling marginalized within the communities of Color due to the prevailing ‘model minority’ and ‘honorary White’ tropes. In resisting the ‘double marginalization’, participants strategically utilize their Asian (American) identities and experiences to challenge stereotypes about Asian (American) people and foster relationships with students and parents based on their shared struggles against White supremacy. This study has implications to reject Asian (American) invisibility in education research and practice by reclaiming the legacies of cross-racial solidarity-building among communities of Color and supporting the development of collective critical consciousness against racial division.
Digital Object Identifier (DOI)
https://doi.org/10.1080/13613324.2024.2328261
Citation / Publisher Attribution
Race Ethnicity and Education, in press
Scholar Commons Citation
Chu, Yiting, "Navigating Double Marginalization: Narratives of Asian (American) Educators Teaching and Building Solidarity" (2024). Language, Literacy, Ed.D., Exceptional Education, and Physical Education Faculty Publications. 18.
https://digitalcommons.usf.edu/lleepe_facpub/18
Was this content written or created while at USF?
Yes
