ERIC Number: ED462379
Record Type: RIE
Publication Date: 2000-Oct
Asian-American Teachers: Issues of Support.
This study examined problems Asian-Americans faced as minority teachers, the impact those problems had on curriculum and academic experiences, and support systems available to them. Participants were Asian-American teachers from an Indiana State Department of Education list who responded to a survey about their decision to become a teacher; who supported them or opposed them; issues of identity as Asian Americans; perceptions of the effect of their ethnicity on the curriculum and related school activities; peer, administrator, student, and parent acceptance of their identity; and support available. Results indicated that Asian-American teachers were well integrated into the school system and felt accepted and supported in general. They believed that their concerns were heard and that teachers and administrators supported them. Their integration appeared to depend upon how mainstream they were. One-third of the respondents were not conscious of their ethnicity or chose not to focus on it. While some Asian-American teachers capitalized on their ethnicity and made it a focal point of their profession, most did not. Their attitudes indicated a desire to be like the majority and to assimilate and nullify their Asian roots. (Contains 11 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper prsented at the Annual Meeting of the Midwestern Educational Research Association (Chicago, IL, October 25-28, 2000).