Negotiating Asian American identities: Collaborative self-study of Korean immigrant scholars’ reading group on AsianCrit.

Kim, Taeyeon; Jang, Soobin; Jung, Jin Kyeong; Son, Minhye; Lee, Sun Young

doi:10.1037/dhe0000481

Cited by 10 publications

(1 citation statement)

References 59 publications

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“…Furthermore, those with emergent bilingual children confront challenges posed by monolingual ideologies and deficit views of immigrants and bilingual individuals. Thus, understanding the interplay of multiple forms of oppression among Asian Americans is crucial (Hsieh et al, 2022; Iftikar & Museus, 2018; Kim et al, 2023).…”

Section: The Voices Of Asian Motherscholarsmentioning

confidence: 99%

The Voices of Transnational MotherScholars of Emergent Bilinguals

Kwon,

Sun,

Son

2024

Journal of Literacy Research

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In this article, we—three Asian MotherScholars in the field of language and literacy education—conducted a collaborative self-study to examine how our individual and shared experiences as transnational mothers of emergent bilinguals have shaped our ways of promoting bilingualism and biliteracy. Our study drew on transnational feminist perspectives and used multimodal data and narratives shared in an online inquiry group. We highlighted ways we leverage our strengths and make conscious efforts to navigate burdens rooted in monolingual ideologies and linguistic hegemony as we raise our bilingual children. We also found how inquiring collectively into our experiences has helped us cultivate critical consciousness and build transnational solidarity. Through our stories, we emphasized the urgency of challenging inequities and pervasive monolingual ideologies within U.S. schools, as well as the necessity of creating a space for immigrant mothers to inquire into their experiences and to support each other.

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Section: The Voices Of Asian Motherscholarsmentioning

confidence: 99%

The Voices of Transnational MotherScholars of Emergent Bilinguals

Kwon,

Sun,

Son

2024

Journal of Literacy Research

Self Cite

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“Stop Saying That You Are Not Good Enough”: Crafting Asset‐Based Identities of International Asian Women Scholars Through Relational Mentoring

Sim,

Chaudhuri,

Niu

2024

Human Resource Dev Quarterly

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This trioethnographical study explores the influence of relational mentoring in developing the identities of three international Asian women scholars from different career stages within the field of human resource development (HRD) in the United States. By capturing our voices through personal narratives drawn from our day‐to‐day lived experiences, the study documents our transformative journey from “being” to “becoming.” Through a collaborative, qualitative analysis of mentoring transcripts and daily journals, the findings illustrate how relational mentoring serves as a framework to deconstruct our deficit‐based identities. This deconstruction is facilitated by dismantling hierarchy, questioning presumed incompetence, and problematizing structural inequities. Engaging in constructive dialogues within this framework enabled us to craft our asset‐based identities, where we embraced the roles of supporters, decenterers, and connectors.

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(Re)negotiating Asian and Asian American identities in solidarity as language teacher educators: An AsianCrit discourse analysis

Wong 黃浩文,

Son 손민혜,

Sun孙文扬

et al. 2024

TESOL Journal

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The historical and contemporary experiences of Asian/Asian Americans in the United States casts light on the significance of identity negotiation and construction. In this study, the identities of Asian/Asian American language teacher educators (LTEs) are examined within the current sociopolitical context, shedding light on the persistent pursuit of legitimacy and belonging within the Asian/Asian American LTE community. More specifically, this study examines the teaching philosophies of eight Asian/Asian American LTEs from different institutions and regions across the United States as a collective and critically reflexive entryway into their experiences and commitments as LTEs. Using AsianCrit to analyze participants' teaching statements and focus group discussions, this study uncovers (1) a commitment to asset‐based and culturally sustaining pedagogies, (2) identity‐informed convictions to foster critical consciousness in language teacher candidates; (3) pressures to downplay Asian intersectional identities to survive the Eurocentric norms of the job market; (4) a desire to do more than survive; and (5) the power of the collective for healing and liberation. The article concludes with a call for teacher education programs to create spaces for teacher educators to share lived experiences, foster community, and challenge the dominant narratives that marginalize Asian and other minoritized LTEs.

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Negotiating Asian American identities: Collaborative self-study of Korean immigrant scholars’ reading group on AsianCrit.

Cited by 10 publications

References 59 publications

The Voices of Transnational MotherScholars of Emergent Bilinguals

The Voices of Transnational MotherScholars of Emergent Bilinguals

“Stop Saying That You Are Not Good Enough”: Crafting Asset‐Based Identities of International Asian Women Scholars Through Relational Mentoring

(Re)negotiating Asian and Asian American identities in solidarity as language teacher educators: An AsianCrit discourse analysis

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