The Racial Reckoning of a Chinese American Teacher During the COVID-19 Pandemic.
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| Title: | The Racial Reckoning of a Chinese American Teacher During the COVID-19 Pandemic. |
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| Authors: | Powell, Alicia1 (AUTHOR) alicialuong6@gmail.com, Kganetso, Lynne1 (AUTHOR), Cutri, Ramona1 (AUTHOR), Wimmer, Jennifer1 (AUTHOR) |
| Source: | Studying Teacher Education: Journal of Self-Study of Teacher Education Practices. Apr2026, Vol. 22 Issue 1, p6-24. 19p. |
| Subject Terms: | *COVID-19 pandemic, *Teachers, Anti-Asian racism, Race identity, Asians, Stereotypes, Critical race theory |
| Abstract: | During the COVID-19 pandemic, Anti-Asian hate crimes increased while research and attention highlighting experiences of teachers of Color, particularly Asian Americans, remained low. Informed by Critical Race Theory and Asian Critical Theory, this self-study used autoethnography and artifacts from current events, elementary school teaching, and graduate school to examine the lived experience of a Chinese American teacher in predominantly White institutions during COVID-19. Analyses revealed intertwined patterns within these lived experiences. Three overall themes emerged: the nuanced interaction of the importance of validation, the internalization of the Model Minority Myth, and a delayed racial identity development due to Asianization. Insights from this work highlight important notions for teachers of Color: their continuously developing racial identity, the role of allies and support structures, and the idea that teaching is a 'whole person' job. Findings may provide insight into experiences of teachers of Color during times of racial reckoning and increased visibility; they may also contribute to literature on teachers of Color, particularly Asian American teachers. [ABSTRACT FROM AUTHOR] |
| Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | During the COVID-19 pandemic, Anti-Asian hate crimes increased while research and attention highlighting experiences of teachers of Color, particularly Asian Americans, remained low. Informed by Critical Race Theory and Asian Critical Theory, this self-study used autoethnography and artifacts from current events, elementary school teaching, and graduate school to examine the lived experience of a Chinese American teacher in predominantly White institutions during COVID-19. Analyses revealed intertwined patterns within these lived experiences. Three overall themes emerged: the nuanced interaction of the importance of validation, the internalization of the Model Minority Myth, and a delayed racial identity development due to Asianization. Insights from this work highlight important notions for teachers of Color: their continuously developing racial identity, the role of allies and support structures, and the idea that teaching is a 'whole person' job. Findings may provide insight into experiences of teachers of Color during times of racial reckoning and increased visibility; they may also contribute to literature on teachers of Color, particularly Asian American teachers. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17425964 |
| DOI: | 10.1080/17425964.2025.2530289 |
