Revisiting the “Decline” in Asian American and Pacific Islander Teachers

Abstract

More than two decades since the first study to document the shortage of Asian American and Pacific Islander (AAPI) teachers, this paper examines recent trends and factors related to AAPI teacher career choice using the American Community Survey 2013-2017. The results show a continued underrepresentation of AAPI teachers relative to AAPI students at the local and national levels, a pattern similar to Black and Hispanic teachers and students. AAPIs born in the United States with reported higher levels of English proficiency are also more likely to become teachers than AAPIs not born in the United States or those with reported lower levels of English proficiency. The study has implications for attracting and supporting AAPIs from immigrant and linguistically diverse backgrounds into K-12 teaching.

Beyond STEM: The invisible career expectations of Asian American high school students.

“…One field where this self-selection may occur is education. Asian Americans who self-report greater levels of English proficiency are more likely to become K–12 teachers than those who reported low levels (Cooc & Kim, in press). Whether Asian Americans self-select out of specific career trajectories early on, or certain fields push away Asian Americans based on factors related to language, race, or a combination of language and race is difficult to disentangle.…”

“…Prior research suggests that the intersection of race and language operates in ways that marginalize AAPIs within certain fields (Kim, 2020) and may influence their career expectations (Leong & Gupta, 2007). Given that self-efficacy is defined in SCCT as perceptions that one would be competent in an occupation, if some fields (non-STEM) are seen as requiring a particular level and skill with English (Cooc & Kim, in press), then students designated as EL may select out of those fields because they expect they will not be effective in them. Thus, we anticipate EL status is associated with lower occupational expectations in non-STEM fields.…”

Racial and Ethnic Disparities in Adolescent Teaching Career Expectations

“…Because people who are immigrants with self-reported low English proficiency are more likely to select careers perceived as requiring less English use (Rangel & Shi, 2019), some AAPIs—nearly a quarter of whom are born outside the United States (Lopez et al 2017)—may choose careers that appear to be less English-dependent. Thus, despite high average academic achievement and positive perceptions of teachers (Gordon, 2000), few AAPIs become teachers themselves or find other fields more attractive (Cooc & Kim, 2022).…”

Comparing Education Reforms Efforts in Japan and Pakistan: Implications for the Future of Teaching

“…After World War II, the United States played a significant role in shaping the Japanese educational system (Ahmad et al, 2021) .To improve secondary schools, a reform in 1948 combined males' liberal compulsory education, girls' community colleges, and apprenticeship programs into new secondary schools (Cooc & Kim, 2022) . Meanwhile, new junior high schools and six-year educational institutions were established, and basic schools were elevated to the status of selected universities for higher education (Cooc & Kim, 2022). Most of the federal liberal and technical schools and universities within the same district were merged into new national universities in 1949, except for a few in densely populated areas (Ahmad et al, 2021).…”

“…The certifications included Normal certificates (Class 1 and Class 2), provisional certificates, and temporary certificates. Those who completed their studies at four-year universities were awarded Class 1 certificates, while Class 2 certificates were given to graduates of community colleges (Cooc & Kim, 2022). Certifications were also available for administrators, superintendents, managers, and teachers at various levels, including kindergartens, middle schools, high schools, primary schools, and special needs schools (Ahmad et al, 2021).…”