Abstract:

During the difficult time of the Covid 19 crisis, anti-Asian hate crimes have spread rapidly and widely; just as with the virus, we are all affected. This targeted hate toward Asians has occurred in step with a rise in Covid-19 cases when many high-education institutes closed and face-to-face classes were replaced by virtual courses. The presenters will discuss the benefits and challenges of engaging pre-service teachers in a virtual class discussion in an online teacher licensure program.

In Fall 2021, twenty teacher candidates will address, during weekly virtual discussions in a three-credit-hour course, how this hate and the race-related issue can pose a problem in the classroom and hinder the academic and social success of Asian students in U.S. schools.

We will use a case study research approach (Creswell, 2007; Yin, 2009) to conduct an in-depth qualitative analysis of preservice teachers' opinions about engaging in virtual discussion. The discussion will incorporate specific examples, images, problem-solving ideas, and opinions. We will explore challenges and benefits pre-service teachers experience with respect to topics such as racial discrimination, equity, and culturally sensitive teaching, and stereotypes toward Asian students and their families.

We will discuss the reasons pre-service teachers should engage in such discussion from which they can benefit via critical thinking and the breaking of negative stereotypes and images of Asian Americans which are tied to this current disease in the classroom. It is necessary for professors to stimulate pre-service teachers’ interest topics such as the origins and current trends of hate crimes toward Asian immigrants as well as the anti-Asian climate during the Covid-19 pandemic by presenting video clips, news reports, and blogs on “The Rise in Anti-Asian Attacks” in order to them recognize the increased violence against and harassment of Asian Americans.

Pre-service teachers can benefit from discussing current anti-Asian sentiment and design practices and solutions that can promote the wellbeing, academic achievement, and psychosocial development of Asian-American students. During discussions, they will consider the relationship among teaching styles and Asian cultures, communication patterns, cognitive activities, and social support. While most Asian American students adjust well to U.S. schools academically, some need psychological support and acceptance from teachers.

As many teachers are taught little about the culture and needs of Asian American students and their families, the discussion will help them to avoid generalizing across Asian ways of life and customs and assuming homogeneity among all Asians which negate the tremendous cultural diversity among Asians as well as generational and socioeconomic differences. Given the increasing number of Asian students in U.S. schools, it is imperative for teacher candidates to recognize the unique cultural characteristics of Asian students so that they might better acquaint themselves with family expectations, and learn to work with them effectively.

The weekly virtual class discussion will provide an opportunity for teacher candidates who will work with diverse students in the classroom, especially Asian American students, to gain practical ideas to ensure Asian Americans' well-being and academic and social success in school.

Keywords:

Virtual Discussions, Pre-Service Teachers, Teacher Education, Asian-American Students.