Korean American Social Studies Teachers' Perceptions and Experiences of Teaching Profession in Multicultural Urban High Schools

Autor/in	Choi, Yoonjung
Titel	Korean American Social Studies Teachers' Perceptions and Experiences of Teaching Profession in Multicultural Urban High Schools
Quelle	In: Race, Ethnicity and Education, 21 (2018) 1, S.105-117 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2016.1195356
Schlagwörter	Korean Americans; Social Studies; Urban Schools; High Schools; Critical Theory; Race; Social Bias; Racial Bias; Minority Group Teachers; Ethnic Stereotypes; Career Choice; Teaching Experience; Coping; Teacher Attitudes; Ethnography; Case Studies; Secondary School Teachers; Observation; Interviews + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; National stereotype; Nationales Stereotyp; Bewältigung; Lehrerverhalten; Ethnografie; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik
Abstract	This study explores two Korean American social studies teachers' perceptions and experiences of the teaching profession in multicultural, urban public high schools. Drawing upon critical race theory (CRT) and its interconnection to the model minority myth, the most dominant form of racism against Asians as theoretical underpinnings, this study focuses on: (1) Korean American teachers' unique experiences of being racial minority educators teaching a contentious subject like social studies within culturally and linguistically diverse school settings; and (2) the influences of the model minority racial stereotype on the teachers' career choice, professional experiences, and associated coping strategies. This study aims to shed light on the heterogeneous stories and ethnoracially contextualized teaching experiences of Asian American teachers and to provide meaningful insights into and practical implications for the preparation and retention of teachers of color. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01