Intersecting Roles of Authority and Marginalization: International Teaching Assistants and Research University Power Dynamics

Autor/inn/en	Jones, Veronica A.; Kim, Yughi; Ryu, Wonsun
Titel	Intersecting Roles of Authority and Marginalization: International Teaching Assistants and Research University Power Dynamics
Quelle	In: Journal of International Students, 10 (2020) 2, S.483-500 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Foreign Students; Power Structure; Student Characteristics; Whites; Teaching Assistants; Self Concept; Cultural Differences; English (Second Language); Second Language Learning; Student Adjustment; Student Attitudes; Case Studies; Disadvantaged; Research Universities + Suchen Sie Ihr Suchwort? White; Weißer; Selbstkonzept; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Case study; Fallstudie; Case Study; Forschungseinrichtung
Abstract	The higher education community often views international students through a homogenous lens. To challenge the cultural norms set by the dominant group, researchers need to explore how these norms affect international teaching assistants (ITAs). The following questions guided the current study: (a) How do ITAs construct intersecting identities of teacher and learner that reflect the presence of dominant cultural norms within a predominantly White institution? (b) What strategies do ITAs use to navigate cultural and linguistic power dynamics within a predominantly White institution as they seek to establish authority? We conducted a case study through an intersectionality framework. Findings revealed participants' marginalization, authority, and strategies to overcome oppression. We offer recommendations about power dynamics that require increased institutional support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01