Date of Award
Spring 5-11-2020
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
Department
Education
First Advisor
Mimi Rosenberg
Abstract
As the population of Asian Americans in the United States grows fast, so does the incidence of racist attacks on Asian Americans. The urgency for anti-racist educators to commit to learning how to best serve Asian American children, their families, and their communities in accordance with antiracist, counter hegemonic linguistic practices, and culturally sustaining principles grows exponentially. Through a deep reflection on my personal and often painful experience as a Korean immigrant in the United States, I use an interdisciplinary approach including Socio- and Racio-linguistics, Social Psychology, Anthropology, and Culturally Sustaining Pedagogy, to analyze some of the challenges that I have experienced and observed throughout my life here as a student, teacher and permanent resident. My focus is primarily on three groups of Asian Americans from North Eastern Asia—China, Japan, and Korea. Included are some suggestions for teachers who want to learn more about recognizing, understanding, and being responsive to the myriad strengths that their Asian American students, families and communities bring. I conclude with an afterword that recent attacks on Asian Americans related to the COVID-19 crisis emboldened me to write.
Recommended Citation
Kim, S. (2020). Asian American: a personal exploration of my identities and some possible implications for teachers. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/256
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons
Comments
Literacy and General Childhood Education