Betina Hsieh
Biographic Data
| ID | 2368503 |
|---|---|
| NAME | Betina Hsieh |
| GIVEN NAMES | Betina |
| FAMILY NAME | Hsieh |
| SIGNATURE | HSIEH B |
| AFFILIATIONS | University of Washington College of Education |
| ORCID | 0000-0003-1456-765X |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 46 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Communities in Transition: Asian American College Students’ Perspectives on Belonging
The high school to college transition can be an exciting but challenging period for many youth, including the diverse Asian American youth, a group that is rarely researched. In this study, we amplify the voices of six Asian American college students as they discuss belonging during the transition from high school to college. Drawing from both AsianCrit and Asian Diaspora Experience frameworks, we focus our analysis and discussion on the focal yo…
To see and be seen, to listen and be heard, to create ripples of disruption: Considerations of curricular and pedagogical homeplaces
Humanizing approaches to education centering relationality and love at the heart of learning processes defy whiteness and colonial logics and are critical for students’ humanity and education, beyond their “academic success” and achievement. This qualitative study based on autoethnographic data, engages with ideas of humanizing curriculum and pedagogies in relation to traditionally defined notions of academic success through analyzing a letter fr…
The great resignation in teaching: Illuminating an ongoing “crisis” in teacher dehumanization
This paper explores the current ongoing challenges in teacher attrition in the United States through lenses of dehumanisation and deprofessionalization. Using quantitative and qualitative data from a survey of 918 teachers in the US, the paper examines themes of dehumanising conditions prompting American teachers to leave or consider leaving the profession, with an emphasis on lack of respect for teachers and teaching which respondents indicated …
The pandemic as a portal: Asian American teachers and racial reckoning
We Have to Be Everything at a Time America Tells Us that We are Nothing”: Enacting justice as praxis as women of color in education
Our stories matter. Stories teach, heal, and affirm our presence, struggles, and perseverance. While the academy socializes scholars to privilege individual advancement, Women of Color consistently testify to the power of collective spaces as spaces of resistance, strength, and critical consciousness. As Asian/Asian American and Black women in academia, we present our stories using a methodological approach we call, "Third World Feminist Collabor…
Musical Counterstories: Racialized Experiences of Asian/Asian American Music Teachers
Despite being the fastest growing population in the United States and a part of many music education programs, Asian and Asian American (AAM) music teachers’ voices often are unheard in music education discourses. The purpose of this study was to begin bringing visibility to the experiences of AAM music educators. The research questions explored in this article are: How do AAM music teachers describe their experience in relationship to their raci…
In Dialogue: The Future of Critical Studies in Literacy Research
For the final In Dialogue of our editorial term, we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland, and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future, including what collective priorities …
The wisdom in our stories: Asian American motherscholar voices
This article centers the counternarratives of four Asian American motherscholar teacher educators presented as letters to our children in which we apply tenets of AsianCrit to parenting and education, with racial realism at the forefront. Using Asian Critical Theory and motherscholar research to frame our analysis, themes within and across the data include pressures of cultural assimilation and identity loss, intersectional identities, compliance…
Love on the Front Lines: Asian American Motherscholars Resisting Dehumanizing Contexts through Humanizing Collectivity
In this article, we, four Asian American Motherscholars, share our collective resistance and resilience and our commitment to practicing solidarity through the intentional centering of radical love in our interactions with one another and in our professional lives. Through collaborative autoethnographic analysis grounded in a framework of Asian American feminist coalitional resistance, we share how our relationship, built on our fluid and multipl…
The Racialized Experiences of Asian American Teachers in the US: Applications of Asian Critical Race Theory to Resist Marginalization
Drawing on in-depth interviews, this text examines how Asian American teachers in the US have adapted, persisted, and resisted racial stereotyping and systematic marginalization throughout their educational and professional pathways. Utilizing critical perspectives combined with tenets of Asian Critical Race Theory, Kim and Hsieh structure their findings through chapters focused on issues relating to anti-essentialism, intersectionality, and the …
SayHerName: Addressing Anti‐Blackness and Patriarchy in Language and Literacy Curricula
Black women have been and continue to be objectified, mistrusted to voice their own realities, and pushed to the margins even among other people of color, yet expected to lead and contribute their lives and labor. In this piece, we focus on curricular and epistemic violence evidenced through omission and distortions of Black women in English Language Arts and World Languages and advocate for a centering of Black women’s voices and perspectives in…
Reckoning with Anti-Asian Violence: Racial Grief, Visionary Organizing, and Educational Responsibility
This commentary is an edited transcription of a historic and dynamic discussion on “Reckoning with Anti-Asian Violence” among a distinguished panel of elected legislators, community leaders, and academic researchers. This discussion took place virtually as a presidential session during the annual meeting of the American Educational Research Association on April 11, 2021, in response to the increasing attention as well as escalating fear due to an…
Coalitional Resistance: Challenging Racialized and Gendered Oppression in Teacher Education
In this article, the authors push back against "unnatural invisibility" and stereotypes of Asian American women by introducing a culturally informed coalitional resistance framework. Drawing from elements of Community Cultural Wealth (CCW) and AsianCrit, we use the framework to discuss the evolving microaggressions we have faced in teacher education spaces and how we have survived through them. We examine marginalizing experiences each of us has …
Feeling Not Asian Enough: Issues of Heritage‐Language Loss, Development, and Identity
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Challenging the invisibility of Asian Americans in education
The term “Asian American” is a complicated and contentious one. Encompassing over 30 different nationalities and ethnic groups and speaking hundreds of different languages, Asian Americans are ofte
Identity-informed mentoring to support acculturation of female faculty of color in higher education: An Asian American female mentoring relationship case study
Transforming teacher education by integrating the funds of knowledge of teachers of Color
For too long, the justification for recruiting teachers of Color (TOCs) has been framed as a demographic and democratic imperative (Achinstein & Ogawa, 2012). As teacher educators of Color and form
Challenging the invisibility of Asian Americans in education
The term “Asian American” is a complicated and contentious one. Encompassing over 30 different nationalities and ethnic groups and speaking hundreds of different languages, Asian Americans are ofte
Transforming teacher education by integrating the funds of knowledge of teachers of Color
For too long, the justification for recruiting teachers of Color (TOCs) has been framed as a demographic and democratic imperative (Achinstein & Ogawa, 2012). As teacher educators of Color and form
Coalitional Resistance: Challenging Racialized and Gendered Oppression in Teacher Education
In this article, the authors push back against "unnatural invisibility" and stereotypes of Asian American women by introducing a culturally informed coalitional resistance framework. Drawing from elements of Community Cultural Wealth (CCW) and AsianCrit, we use the framework to discuss the evolving microaggressions we have faced in teacher education spaces and how we have survived through them. We examine marginalizing experiences each of us has …
Identity-informed mentoring to support acculturation of female faculty of color in higher education: An Asian American female mentoring relationship case study
Reckoning with Anti-Asian Violence: Racial Grief, Visionary Organizing, and Educational Responsibility
This commentary is an edited transcription of a historic and dynamic discussion on “Reckoning with Anti-Asian Violence” among a distinguished panel of elected legislators, community leaders, and academic researchers. This discussion took place virtually as a presidential session during the annual meeting of the American Educational Research Association on April 11, 2021, in response to the increasing attention as well as escalating fear due to an…
We Have to Be Everything at a Time America Tells Us that We are Nothing”: Enacting justice as praxis as women of color in education
Our stories matter. Stories teach, heal, and affirm our presence, struggles, and perseverance. While the academy socializes scholars to privilege individual advancement, Women of Color consistently testify to the power of collective spaces as spaces of resistance, strength, and critical consciousness. As Asian/Asian American and Black women in academia, we present our stories using a methodological approach we call, "Third World Feminist Collabor…
The wisdom in our stories: Asian American motherscholar voices
This article centers the counternarratives of four Asian American motherscholar teacher educators presented as letters to our children in which we apply tenets of AsianCrit to parenting and education, with racial realism at the forefront. Using Asian Critical Theory and motherscholar research to frame our analysis, themes within and across the data include pressures of cultural assimilation and identity loss, intersectional identities, compliance…
Musical Counterstories: Racialized Experiences of Asian/Asian American Music Teachers
Despite being the fastest growing population in the United States and a part of many music education programs, Asian and Asian American (AAM) music teachers’ voices often are unheard in music education discourses. The purpose of this study was to begin bringing visibility to the experiences of AAM music educators. The research questions explored in this article are: How do AAM music teachers describe their experience in relationship to their raci…
Identity-informed mentoring to support acculturation of female faculty of color in higher education: An Asian American female mentoring relationship case study
Transforming teacher education by integrating the funds of knowledge of teachers of Color
For too long, the justification for recruiting teachers of Color (TOCs) has been framed as a demographic and democratic imperative (Achinstein & Ogawa, 2012). As teacher educators of Color and form
Feeling Not Asian Enough: Issues of Heritage‐Language Loss, Development, and Identity
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Challenging the invisibility of Asian Americans in education
The term “Asian American” is a complicated and contentious one. Encompassing over 30 different nationalities and ethnic groups and speaking hundreds of different languages, Asian Americans are ofte
The Racialized Experiences of Asian American Teachers in the US: Applications of Asian Critical Race Theory to Resist Marginalization
Drawing on in-depth interviews, this text examines how Asian American teachers in the US have adapted, persisted, and resisted racial stereotyping and systematic marginalization throughout their educational and professional pathways. Utilizing critical perspectives combined with tenets of Asian Critical Race Theory, Kim and Hsieh structure their findings through chapters focused on issues relating to anti-essentialism, intersectionality, and the …
SayHerName: Addressing Anti‐Blackness and Patriarchy in Language and Literacy Curricula
Black women have been and continue to be objectified, mistrusted to voice their own realities, and pushed to the margins even among other people of color, yet expected to lead and contribute their lives and labor. In this piece, we focus on curricular and epistemic violence evidenced through omission and distortions of Black women in English Language Arts and World Languages and advocate for a centering of Black women’s voices and perspectives in…
Reckoning with Anti-Asian Violence: Racial Grief, Visionary Organizing, and Educational Responsibility
This commentary is an edited transcription of a historic and dynamic discussion on “Reckoning with Anti-Asian Violence” among a distinguished panel of elected legislators, community leaders, and academic researchers. This discussion took place virtually as a presidential session during the annual meeting of the American Educational Research Association on April 11, 2021, in response to the increasing attention as well as escalating fear due to an…
Coalitional Resistance: Challenging Racialized and Gendered Oppression in Teacher Education
In this article, the authors push back against "unnatural invisibility" and stereotypes of Asian American women by introducing a culturally informed coalitional resistance framework. Drawing from elements of Community Cultural Wealth (CCW) and AsianCrit, we use the framework to discuss the evolving microaggressions we have faced in teacher education spaces and how we have survived through them. We examine marginalizing experiences each of us has …
The wisdom in our stories: Asian American motherscholar voices
This article centers the counternarratives of four Asian American motherscholar teacher educators presented as letters to our children in which we apply tenets of AsianCrit to parenting and education, with racial realism at the forefront. Using Asian Critical Theory and motherscholar research to frame our analysis, themes within and across the data include pressures of cultural assimilation and identity loss, intersectional identities, compliance…
Love on the Front Lines: Asian American Motherscholars Resisting Dehumanizing Contexts through Humanizing Collectivity
In this article, we, four Asian American Motherscholars, share our collective resistance and resilience and our commitment to practicing solidarity through the intentional centering of radical love in our interactions with one another and in our professional lives. Through collaborative autoethnographic analysis grounded in a framework of Asian American feminist coalitional resistance, we share how our relationship, built on our fluid and multipl…
In Dialogue: The Future of Critical Studies in Literacy Research
For the final In Dialogue of our editorial term, we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland, and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future, including what collective priorities …
We Have to Be Everything at a Time America Tells Us that We are Nothing”: Enacting justice as praxis as women of color in education
Our stories matter. Stories teach, heal, and affirm our presence, struggles, and perseverance. While the academy socializes scholars to privilege individual advancement, Women of Color consistently testify to the power of collective spaces as spaces of resistance, strength, and critical consciousness. As Asian/Asian American and Black women in academia, we present our stories using a methodological approach we call, "Third World Feminist Collabor…
Musical Counterstories: Racialized Experiences of Asian/Asian American Music Teachers
Despite being the fastest growing population in the United States and a part of many music education programs, Asian and Asian American (AAM) music teachers’ voices often are unheard in music education discourses. The purpose of this study was to begin bringing visibility to the experiences of AAM music educators. The research questions explored in this article are: How do AAM music teachers describe their experience in relationship to their raci…
To see and be seen, to listen and be heard, to create ripples of disruption: Considerations of curricular and pedagogical homeplaces
Humanizing approaches to education centering relationality and love at the heart of learning processes defy whiteness and colonial logics and are critical for students’ humanity and education, beyond their “academic success” and achievement. This qualitative study based on autoethnographic data, engages with ideas of humanizing curriculum and pedagogies in relation to traditionally defined notions of academic success through analyzing a letter fr…
The great resignation in teaching: Illuminating an ongoing “crisis” in teacher dehumanization
This paper explores the current ongoing challenges in teacher attrition in the United States through lenses of dehumanisation and deprofessionalization. Using quantitative and qualitative data from a survey of 918 teachers in the US, the paper examines themes of dehumanising conditions prompting American teachers to leave or consider leaving the profession, with an emphasis on lack of respect for teachers and teaching which respondents indicated …
The pandemic as a portal: Asian American teachers and racial reckoning
Communities in Transition: Asian American College Students’ Perspectives on Belonging
The high school to college transition can be an exciting but challenging period for many youth, including the diverse Asian American youth, a group that is rarely researched. In this study, we amplify the voices of six Asian American college students as they discuss belonging during the transition from high school to college. Drawing from both AsianCrit and Asian Diaspora Experience frameworks, we focus our analysis and discussion on the focal yo…
Sociology (14 works) · Critical Race Theory in Education (12 works) · Gender Studies (11 works) · Gender Studies (9 works) · Political science (9 works) · Psychology (9 works) · Pedagogy (8 works) · Anthropology (7 works) · Asian americans (7 works) · Ethnic group (7 works)