Asian American Resistance to Selecting Teaching as a Career: The Power of Community and Tradition
By J. Gordon. Teachers College Record, 2000
102 citations recorded by the source corpus.
In the face of noticeably low interest in K-12 teaching among young Asian American students, interviews first were conducted with undergraduate Asian American students in teacher education programs and then those same students conducted interviews themselves with a variety of Asian Americans in several California communities. Findings suggest the pivotal influence of the traditional Chinese role of teachers in undermining the confidence and interest needed for the choice of a K–12 teaching career by Asian Americans. The main sources of resistance to teaching as a career were identified as: intense pressure from parents to strive for positions perceived as having higher status, greater financial rewards, and stability; a sense of personal inadequacy due to standards set by Chinese culture for what it means to be a teacher; and fear of working outside a comfort zone defined by language, diversity, respect, responsibility for other people's children, and separation of private from public selves. The majority of informants saw race-matched teaching as not valuable or necessary. Differences in American and Chinese traditions of K-12 education are discussed.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/2954062c3f67a7204bb25c88f967faf3c21f1003
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In Education
Citations in the corpus
- Initial motivations for teaching: comparison between preservice teachers in the United States and China (2012, background): “In many instances, students who enter teacher education programs have differing levels of passion, interest and commitment to teaching (Gao, 2010; Gordon, 2000; Su et al., 2002), especially when compared to US candidates (Liu, 2010) who enter teaching not as a fallback career but with perhaps more…”
- 'I've decided to become a teacher': influences on career change (2005, background): “…to preclude it from being seen as a high status and high salary career (see Crow et al., 1990; Cooper-Shaw, 1996; Farkas, Johnson, & Faleno, 2000; Gordon, 2000; Hanushek & Pace, 1995), it is therefore of interest to ask why people who currently occupy other careers (including law, scientific…”
- An inquiry-based practicum model: What knowledge, practices, and relationships typify empowering teaching and learning experiences for student teachers, cooperating teachers and college supervisors? (2009, background): “By virtue of their role, these STs determined which type of behavioural conduct was acceptable, including what respect meant (Gordon, 2000; Nguyen, 2008).”