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.
|Advisor:||Reilly, Elizabeth C|
|Commitee:||Takada Rooks, Curtiss, Kohli, Rita|
|School:||Loyola Marymount University|
|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|
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