ERIC Number: EJ1444345
Record Type: Journal
Publication Date: 2024
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0362-6784
EISSN: EISSN-1467-873X
Borderland Teaching of Chinese American Teachers with Mexican American Students
Curriculum Inquiry, v54 n1 p7-28 2024
Even as research on teachers of Color increases, there still are few studies that examine Asian American teachers working cross-culturally with Latinx American students in US K-12 schools. This qualitative case study uses elements from borderlands theory and culturally responsive teaching to examine three Chinese American teachers working with eleven Mexican American students in three ethnically diverse urban secondary schools in the Pacific Northwest. Findings suggest that the Chinese American teachers used borderland teaching (a hybrid of borderlands theory and culturally responsive teaching) to promote academic performance and build kinships with the Mexican American students. Implications of the study include further refining borderland teaching for educational research and practice.
Descriptors: Chinese Americans, Hispanic American Students, Mexican Americans, Teacher Characteristics, Academic Achievement, Minority Group Teachers, Cultural Differences, Teacher Student Relationship, Culturally Relevant Education, Urban Schools, Secondary School Students, Educational Theories, Teaching Methods, Working Class, Student Characteristics, Teacher Attitudes, Immigration
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A