Dissertation/Thesis Abstract

South Asian Americans’ Identity Journeys to Becoming Critically Conscious Educators
by Khandelwal, Radhika, Ed.D., Loyola Marymount University, 2020, 226; 27956614
Abstract (Summary)

Typical identity stereotypes for South Asian Americans, such as the model minority myth, do not convincingly support a trajectory into K–12 education, as South Asian Americans are not readily seen as agents for social change. This qualitative study explored how South Asian American educators’ understanding of their ethnic and racial identity interplayed with their practice as critically conscious educators for social justice. Eleven participants who self-identified as social-justice-oriented were interviewed to share their experiences as South Asian American educators. Their responses revealed South Asian American educators develop their ethnic identity consciousness in complex ways, demonstrating self-awareness and subsequently draw upon their ethnic attachment and racialized experiences to perform as critically conscious educators, developing strong relationships with students from marginalized backgrounds and advancing equity in their schools. The participants’ positionalities reveal that South Asian Americans have tremendous potential as educators for social justice in education.

Indexing (document details)
Advisor: Reilly, Elizabeth C
Commitee: Takada Rooks, Curtiss, Kohli, Rita
School: Loyola Marymount University
Department: Education
School Location: United States -- California
Source: DAI-A 81/10(E), Dissertation Abstracts International
Subjects: Educational leadership, Teacher education, Educational psychology
Keywords: Critical consciousness, Ethnicity, Identity development, Model minority, Race, South Asian American
Publication Number: 27956614
ISBN: 9798641804491
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