31 May2022
By Leslie T. Fenwick
This article, by AACTE dean in residence Leslie T. Fenwick, Ph.D., was originally published in Politico and is reprinted with permission.
Today, most Americans think about the segregation-shattering 1954 Brown v. Board of Education decision in one of three ways. We may think about Linda Brown, the plaintiff in Brown, a little girl forced to walk miles to a segregated Black school instead of attending the white school down the block. We may remember the famed Norman Rockwell painting featuring 6-year-old Ruby Bridges escorted by U.S. Marshals past a wall splattered with tomatoes and a racial slur. Or we may recall the tumult of busing in the South — Alabama, Mississippi, and Georgia… and even much further north of the Mason-Dixon Line in South Boston, too.
But there is plenty that we have not been taught about Brown, which turns 68 today, or how it continues to impact us. We know about Linda Brown and Ruby Bridges. But we don’t know about Pressley Giles, Mary Preyer, Virgil Coleman and Jewel Butler. They were among the 100,000 exceptionally credentialed Black principals and teachers illegally purged from desegregating schools in the wake of Brown.
24 May2022
By Nicole Dunn
In the final installment of the Asian American, Native Hawaiian, and Pacific Islander (AANHPI) Heritage Month blog series, AACTE and Valerie Ooka Pang spoke with Lin Wu, recipient of the 2022 AACTE Outstanding Dissertation Award for “Borderland Teaching of Chinese American Teachers with Mexican American Students: Toward the Development of a Theory,” about his research, experiences in the academy, and insights on the triumphs and challenges of AANHPI educators and students.
Wu, who completed his dissertation for the Ph.D. at the University of Washington-Seattle and currently serves as an assistant professor in the College of Education at Western Oregon University, is the first Asian male to receive the distinguished award. When he began his graduate scholarship in the Deep South, where there is a Black-White racial binary, he says, “I just always felt like I did not belong to either group. I am somewhere in between.” This led Wu to his dissertation research and he asked himself, “What if I’m not alone? What if other Asian American teachers, specifically Chinese American teachers, share a similar experience?”
Wu’s dissertation studied three Chinese American teachers working with 11 Mexican American students in three ethnically diverse urban secondary schools in the Pacific Northwest, a unprolific research topic in the field. “As I was doing a literature review for my dissertation, [most of the research] was on teachers of color working with students of color from the same ethnic or racial group. I don’t know if it is intentional, but I ask myself [why is it] few folks want to discuss crossing ‘minority’ cultural borders in our research?” He reminds scholars of a quote from Toni Morrison that motivated him through this challenge, “If there’s a book that you want to read, but it hasn’t been written yet, then you must write it.”
In his acceptance speech at AACTE’s 2022 Annual Meeting, Wu reminded the audience of the anniversary of the deadly shooting in Atlanta that killed eight people, six of whom were working-class Asian women. We join Wu in asking members to remember their lives and say their names: Hyun Jung Grant, Soon Chung Park, Suncha Kim, Yong Ae Yue, Xiaojie Tan and Daoyou Feng.
To create a more just society for AANHPI communities, all teachers must represent and validate the prolific histories and multi-dimensional identities of AANHPI students. This need was encapsulated perfectly in advice Wu received from Gloria Ladson-Billings about his job as a teacher educator, “It is not about you.” He elaborates, “[she said] I am not invalidating your struggles. Your struggles are real …. However, when your daughter goes to school, she will have to learn to navigate this world in a way that does not see her fully. So, your job is to make sure that the teachers and adults who will work with her one day will not do that.” We agree that all teacher education faculty share responsibility to ensure all preservice teachers are prepared to see students for who they fully are.
Wu’s Doctoral Experience
In addition to improving AANHPI inclusive curriculum and pedagogical standards, we know that representation matters. There is a lack of male teachers of color in the United States, AANHPI included. Wu reflected on his experiences as a doctoral student and recommended that programs be more intentional in providing financial support to Asians and Asian Americans, a barrier he faced in funding his education partially due to the model minority belief. This and other themes raised in Wu’s experiences resemble barriers to becoming a teacher found in AACTE’s Black and Hispanic/Latino Male Teacher NIC, including feelings of isolation, lacking familial and academic resources as a first-generation college student, family caretaker expectations, needing to work to support oneself while studying, and racial and gender stereotypes.
Wu explains that the male teacher of Color shortage is even worse in teacher education. When he began working as a graduate teaching assistant, he was the only male doctoral student of color for two years in that teacher education program. Beyond the socio-cultural barriers, Wu recalls a lack of curricular representation in many graduate courses, either for or by AANHPI scholars. When describing the research used across most of his methods training classes as a doctoral candidate, he says, “If I remember correctly, there were only two articles written by Asian American scholars, neither of which focused on Asian American students or teachers.” To be more inclusive, EPPs must ensure their curriculum represents every group so that students interested in research in those directions have access to representative resources. Finally, Wu describes the role mentorship played in his success: “I am eternally grateful to the sustaining mentorship from eminent scholars, including Dr. Geneva Gay and Dr. Valerie Ooka Pang. Cross-cultural and cross-gender mentorship is crucial for me because I will need mentors with different backgrounds and expertise to guide my work to represent my community better.”
Wu’s Teaching Experience
Now, as a faculty member teaching Social Cultural Foundations of Education and Multicultural Education, Wu works with predominantly White female preservice teachers. Besides preparing them to become culturally responsive teachers, he hopes to (re)present Asian men positively since most of them never had the opportunity to learn from Asian male teachers. That is another challenge facing all leaders in spaces where they are underrepresented — the expectation to “do everything right because you want to be a good representation of your community.” Wu continues, “My first time teaching the multicultural education course was challenging because some students did not perceive an Asian man to be qualified to talk about race.” His response is advice all educators should take since no one can be responsible for explaining or representing any group perfectly: “How do I humanize and correct the mistakes I made and teach my students to do the same?” What is even more essential within Wu’s advice is to do so with humility.
Earlier this year, in AACTE focus groups on teaching the truth in history and civics, teacher education faculty consistently agreed that end-of-course student evaluations created hesitation around discussing race and racism in the classroom, even when they desired to do so. Normalizing these open discussions and providing students with tools to analyze and counter accusations about critical race theory and other frameworks for democratic discussions on race and racism is essential. AACTE is grateful to Wu for modeling its efficacy, “I am committed to helping teachers transform their struggles into agencies to support all students, especially students of color.”
Wu’s Recommendations
Lastly, Wu shares some recommendations to support AANHPI faculty and be more inclusive of AANHPI students and other students of color in schools. First, he says faculty should be prepared to have effective and frequent discussions on diversity, equity, and inclusion, by asking “How is the end-of-year feedback going to improve my teaching or your learning? My job is not to nag you about how racism impacts everybody in society. My job is to prepare you for the work you need to do so that you can succeed and sustain your success in this profession.” To accomplish this, faculty should remain committed learners by reading classic and emerging research and scholarship on advancing racial equity. Wu says, “I always strive to pair classic readings such as culturally responsive teaching with emerging case studies on [what] it looks like in practice for ethnically diverse students across content areas and grade levels.”
When it comes to program structures, Wu recommends EPPs make social-cultural foundation and multicultural education courses a requirement for all teacher candidates. Hire qualified faculty members, especially those of color, to teach the courses, provide systemic support, and ensure that the course content is historically grounded, theoretically rich, practically nuanced, and represents every racial group.
Finally, teacher education programs must allocate sustaining support for AANHPI faculty to pursue their research and develop their leadership capacity. “I am grateful to my mentor, Dr. Ken Carano, for helping me navigate my journey as a tenure-track faculty at Western Oregon University. I also appreciate my dean, Dr. Mark Girod, for funding my research and supporting me to lead the annual AAPI Heritage Month celebration in our college,” says Wu.
Wu wants Asian American scholars and other scholars of color in teacher education to know they should find colleagues and mentors who can support their personal and professional growth within and outside their institutions. Even though every institution has its problems, scholars of color can build a supportive network that nurtures their souls and helps them thrive.
The biggest takeaway in our interview with Wu is this: Teachers must understand that this job is never about them. Wu adds, “Your job is to teach students to be critical thinkers, engaged citizens, and supportive community members, who can challenge things when they are not right.”
Read other blogs in the AANHPI Heritage Month Series:
17 May2022
By Nicholas Hartlep
What do we mean by a “glass cliff?” It happens when a member of an underrepresented group assumes a leadership role during a period of crisis or downturn, when the chance of failure is highest. Research has documented the “glass cliff” for Asian Americans in corporate America; for instance, when companies are in decline, they’re two and a half times more likely to appoint an Asian American CEO.[i] This made me wonder if there is also a glass cliff for Asian American higher education leaders.
Asians make up 5% of the population, 6.5% of college students, and 8.4% of faculty members — but they comprise only 1% of college presidents.[ii] Based on an annual growth rate of 6%, racial parity in the presidency for Asian Americans will occur by 2036 (see Figure 1 below). Parity is defined as the year in which the representation of Asian Americans in the presidency reflects their overall representation in the U.S. population. Data on the future demographics of the United States come from the U.S. Census Bureau’s projections.
10 May2022
By Valerie Ooka Pang
In the second article commemorating AACTE’s recognition of Asian Americans, Native Hawaiians and Pacific Islanders (AANHPI) Heritage Month, Valerie Ooka Pang, a professor in the School of Teacher Education at San Diego State University, shares her favorite literature sources for teachers to use in their P-20 classrooms. Watch AACTE’s webinar with Ooka Pang and others to learn more about AANHPI representation and inclusion in classrooms and educator preparation.
As a teacher, how often do you consciously choose literature that is about AAPI (Asian American Pacific Islander) populations or was written or illustrated by AAPI authors and artists?
What do you know about AAPI children and their communities? Do you only know about Chinatowns or Chinese New Year? Stories about these singular aspects often convey stereotypical perspectives. AAPIs are people like others with dreams, fears, and hopes.
If you have little knowledge of AAPI communities and you would like to know how you can begin to integrate fantastic AAPI literature into your classroom, keep reading.
26 Apr2022
By Kelly Meyer
The AACTE Co-Teaching in Clinical Practice Topical Action Group (TAG) held our annual business meeting during the AACTE 74th Annual Meeting in New Orleans in March. Among food and new friends, we elected new officers, reviewed the past year of work, and shared current themes in co-teaching. Amber Bechard, University of La Verne, is continuing as co-chair and I will continue as secretary (Kelly Meyer of University of Minnesota-Twin Cities). Newly elected as co-chair is Wendy Murawski, California State University-Northridge. We are still seeking a treasurer for this TAG.
25 Apr2022
By AACTE
Leslie T. Fenwick, Ph.D., is being appointed a member, Board of Visitors to the U.S. Military Academy, which provides independent advice and recommendations to the President of the United States on matters related to morale, discipline, curriculum, instruction, physical equipment, fiscal affairs, academic methods, and any other matters relating to the Academy that the Board decides to consider. Fenwick will be one of six members of the Board appointed by the President and serve a term of 3 years.
Fenwick is noted for her expertise in leadership and ethics; public policy; and diversity, equity, and inclusion (DEI) in the workforce. She is dean emerita of the Howard University School of Education and a tenured professor of leadership studies and education policy. A nationally-recognized scholar, Fenwick is a former Harvard University Visiting Fellow and Visiting Scholar, and Salzburg Global Fellow. Since 2017, she has been engaged at the U.S. Military Academy at West Point as a McDonald Conference for Leaders of Character Senior Fellow, the 2019 Corbin Distinguished Lecturer, and the 2017 Black History Month Lecturer. She has delivered hundreds of national and international invited and distinguished lectures on equity, leadership, and ethics to convenings for college/university leaders, elected officials and government agencies, and corporate CEOs and senior leaders. She earned her Ph.D. at The Ohio State University and her bachelor’s degree at the University of Virginia.
18 Apr2022
By Carolyn Phenicie
AACTE congratulates Kurt Russell, an alumnus of AACTE member institution the College of Wooster.
The Council of Chief State School Officers (CCSSO) today announced that Kurt Russell, a veteran high school history teacher, is the 2022 National Teacher of the Year.
Russell, currently in his 25th year in the classroom, teaches at Oberlin High School in Oberlin, Ohio, where he was born and raised. Inspired to become an educator by his first Black male teacher, Russell works to emphasize cultural relevance and diverse representation in the curriculum of classes he teaches, including African American history; U.S. history; International Baccalaureate History of the Americas; and Race, Gender and Oppression.
Russell is also the school’s head varsity basketball coach. He sees basketball as an extension of the classroom and a place to teach life lessons on adversity and success. Additionally, Russell is the faculty advisor to a student-led Black Student Union, whose work has led to positive impacts for students across racial groups.
18 Apr2022
By Ashley Kang
This article originally appeared on Syracuse University School of Education website and is reprinted with permission.
Tiffany Hamm, a fourth-year science education doctoral student, formerly taught earth science in her hometown of Bronx, New York. She chose the School of Education to pursue a Ph.D. because she wanted to do more in the field. Making science accessible is key, she says, both in her pursuit of a doctorate and for the next generation.
“Bringing science back to the community in a tangible way can help students of color and students of underrepresented backgrounds gain interest,” Hamm says. “We need to keep showing different faces in science, keep diversifying the science field, and diversifying images of scientist and their contributions.”
11 Apr2022
By Rosalind Turner
This article originally appeared in Kentucky Teacher and is reprinted with permission.
Sharon Porter Robinson has spent almost five decades working in and for education and a lifetime doing civil rights work. On April 7, she was recognized for her efforts with the 2022 Lucy Harth Smith-Atwood S. Wilson Award for Civil and Human Rights in Education at the 50th Kentucky Education Association (KEA) Delegate Assembly.
“I come here today accepting this award in all humility and with a sense of urgency, that I guess has never left me … since the early days,” said Robinson. “It was a journey of learning that was driven by a sense of urgency to make matters right.”
The Smith-Wilson Award is given annually to a person or organization that has made notable contributions in any of the following areas: encouraging and supporting minorities to enter the teaching profession; advancing opportunities, especially educational opportunities, for youth of color; initiating or continuing impactful work in the areas of human and civil rights; or leading in the field of innovative, creative, and equitable education for all students.
11 Apr2022
By Michael Rose
AACTE is a member of The STEM Education Coalition whose mission is to raise awareness among policymakers about the critical role STEM education plays in enabling the United States to remain the economic and technological leader of the global marketplace of the 21st century. The Coalition recently participated in a roundtable discussion with Deputy Secretary of Education Cindy Marten and Assistant Secretary of Planning, Evaluation and Policy Development Roberto Rodriguez on how best to advance STEM education for all students. Meredith Kier, associate professor of science education at the College of William and Mary, represented AACTE at the round table.
Below is a summary of the discussion:
04 Apr2022
By Weade James
AACTE in partnership with the University of Florida Literacy Institute (UFLI) invites faculty and in-service teachers to share their experiences relating to literacy development and effective reading instruction. In 2019, 35% of grade 4 and 34% of grade 8 students scored at or above proficient on the National Assessment of Educational Progress (NAEP), a decline since 2017. The longstanding reading achievement gap has been further exacerbated by the COVID-19 pandemic, leading to a growing number of states sounding the alarm on solutions to increase literacy development and reading proficiency in students.
04 Apr2022
By Laura S. Hamilton and Ace Parsi
“Educators are actually our nation’s first responders for democracy,” said Jacqueline Rodriguez, AACTE vice president, policy, advocacy, and research, at the Educating for American Democracy and ETS Symposium.
Our democracy is facing deep challenges that demand an educational response. The Educating for American Democracy (EAD) Roadmap responds to this challenge, not through answers, but rich questions that animate the underlying themes and tensions of our democracy, ensuring students develop key civic capacities while engaging in civil discourse and civic friendship. The EAD Roadmap was the product of collaboration among more than 300 academics, historians, political scientists, K–12 educators, district and state administrators, civics providers, students and others representing viewpoint, professional and demographic diversity. Now in its implementation phase, the EAD initiative represents a call to action for investments in strengthening history and civic learning, and to ensure that civic learning opportunities are delivered equitably throughout the country.
29 Mar2022
By Amy Painter, Ed.D. and Tammy T. May
AACTE member alumnae working in the field, share tips on self-care for educators.
When it comes to self-care, we wonder if teachers and administrators even know what they need. Giving themselves permission to let go and be free to relax, enjoy the great outdoors, and literally do nothing is paramount. However, sometimes feelings of guilt override self-care, as educators think they “need” to get schoolwork done, grade papers, complete lesson plans, or prepare creative and engaging activities.
28 Mar2022
By Nicole Dunn
As another Women’s History Month comes to an end, AACTE wants to acknowledge the achievements of women-identified leaders in educator preparation. The Association kicked off its celebration by asking you, AACTE members, to identify a leader who affected your work as an educator through their mentorship, research, and colleagueship. AACTE is honored to share those responses here and want to congratulate all women members for their contributions to their classrooms and the field each day.
Joan Rhodes, chair, Department of Teaching and Learning and associate professor, Virginia Commonwealth University School of Education
“Dr. Rhodes models skillful leadership and compassion. A transformational leader, she is responsive to the financial and structural needs of the larger institution, while prioritizing the human experience of faculty, staff, and students. She treats department members with dignity, soliciting feedback and input regularly. This collaborative approach led to adapting department practices. Voices previously unheard are now heard and respected. She quietly elevates and lifts all her colleagues and students, creating pathways to leadership roles for all members of the community. She makes me, a junior faculty member, feel seen, heard, and valued while I continue to develop my leadership skills.”
21 Mar2022
By Hope Buckner
In partnership with the Tennessee Department of Education and local public school districts, Belmont University announced a new initiative to recruit, train and support the next generation of mathematics teachers in the Midstate region.
The newly established Belmont University Math Teacher Residency will leverage partnerships with area school systems — including in several rural communities — to enable high-quality potential candidates to become mathematics teachers in secondary schools across Middle Tennessee.
With $2 million in grant funding awarded to Belmont University through a competitive state grant process, the program will place each teacher candidate in an in-school “residency” — a paid educational position in a classroom where they will learn from and receive support from an experienced mentor teacher. Concurrently, candidates will enroll in high-quality, intensive online coursework at Belmont, deepening their content knowledge and learning effective pedagogical strategies. Belmont professors will work alongside candidates’ mentor teachers to ensure that instruction has immediate and meaningful classroom application.
