“Like Their History Was More Important Than My History:” The (Mis)Education of Asian (American) Teachers
Document Type
Article
Publication Date
2025
Abstract
This qualitative study examines how Asian (American) teachers learn about Asian (American) histories and cultures across K-12 schooling, teacher education programs, and at home and how these educational experiences influence their racialization. Using Asian critical theory (AsianCrit) as the theoretical framework, findings illustrate the (mis)education Asian (American) teachers have received, characterized by the marginal and stereotypical coverage of Asian (American) content in the K-12 curriculum and a sense of alienation as Asian (American) people. The teacher education they take reinforces the Asian (American) marginalization and alienation. The education some of the participants receive from their families perpetuates white dominance and cultural assimilation. Implications for centering Asian (American) voices in educational research and incorporating Asian (American) perspectives in teacher education curriculum and pedagogy are discussed.
Digital Object Identifier (DOI)
https://doi.org/10.1080/00131946.2025.2515615
Citation / Publisher Attribution
Educational Studies, v. 61, issue 3, p. 335-354
Scholar Commons Citation
Chu, Yiting, "“Like Their History Was More Important Than My History:” The (Mis)Education of Asian (American) Teachers" (2025). Language, Literacy, Ed.D., Exceptional Education, and Physical Education Faculty Publications. 21.
https://digitalcommons.usf.edu/lleepe_facpub/21
Was this content written or created while at USF?
Yes
