What role do race, ethnicity, language and gender play in the teaching profession?

Abstract

Critical race theory and standard language ideology are employed as theoretical and analytical frames for conceptualizing and understanding the entry perspectives and experiences of some Vietnamese American pre-service teachers in US schools. Study findings from a qualitative case study approach suggest that race, ethnicity, language, and gender influence these teachers’ construction of self vis-à-vis others and their social milieu. Specifically, manifestations of these social constructs inform the ways in which others perceive them and measure their potential for success as future teachers. The heritage backgrounds and practicum accounts of these Vietnamese American women help to illuminate their individual and collective struggles and the mechanisms they each adopted in coping with their particular cases in the local school context.

Keywords:

• Vietnamese American
• Asian American
• teachers
• critical race theory
• standard language ideology
• social context of teaching

Acknowledgments

I extend my heartfelt appreciation to the student teachers and master teachers participating in this study, David Gillborn, the panel of editorial members, and anonymous reviewers for their incisive and critical feedback throughout the revision process of this article.