Yiting Chu
Biographic Data
| ID | 3701441 |
|---|---|
| NAME | Yiting Chu |
| GIVEN NAMES | Yiting |
| FAMILY NAME | Chu |
| SIGNATURE | CHU Y |
| AFFILIATIONS | University of South Florida |
| ORCID | 0000-0002-5565-5819 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
A light for fostering diversity and justice in curriculum theorizing and praxis
Racial violence in US K-12 schools is often perpetuated by curricular distortion and erasure of the histories and heritages of people of Color. In this article, we, two former students of Geneva Gay and one curriculum scholar, illuminate how Geneva Gay’s five decades of research and scholarship have served as a beacon of hope for fostering diversity and justice in curriculum theorizing and praxis. We reflect on how we have been inspired by the li…
Racing across borders: Transnational racial literacies of Chinese heritage language school teachers
Grounded in the scholarship of racial literacies and transnationalism, this study introduces the concept of ‘transnational racial literacies’ to investigate how Chinese immigrant teachers interpret and teach about race as they navigate racialisation and racism across borders and cultivate emerging critical racial consciousness through heritage language teaching. Drawing on interviews and curriculum design workshops with five teachers in a Chinese…
Resisting Asian (American) Marginalization: A Systematic Review of AsianCrit in Education Research
This systematic review analyzes 50 peer-reviewed education research articles that employed the AsianCrit framework published between 2014 and 2023. It examines how scholars have utilized AsianCrit to challenge the persistent marginalization of Asian (American) voices in education research. Collectively, this body of research exposes the severe anti-Asian racism across K–12 and higher education contexts; challenges the exclusion and distortion of …
Leveraging Identities and Bridging Communities: Counternarratives of Asian (American) Teachers in Urban Schools
This qualitative study examines the racial identities and teaching practices of Asian (American) teachers in urban schools serving predominantly Black and Latinx students. Guided by the Asian Critical Theory framework, the findings reveal that participants face challenges navigating their identities within a U.S. society where whiteness is the norm. Experiences of marginalization and alienation compel them to incorporate Asian (American) cultures…
What Motivates High School Youths to Want to Teach? Narratives of Homegrown Aspiring Teachers
This qualitative study examined how a group of aspiring teachers who had completed a Grow Your Own (GYO) teacher program in high school explained their motivations for teaching. Findings revealed that homegrown aspiring teachers attributed their initial teaching aspirations to their own inequitable schooling experiences and societal perceptions of the teaching profession and explicitly described their decision to teach as a way to improve educati…
Like Their History Was More Important than My History: The (Mis)Education of Asian (American) Teachers
The Urban Teacher Residency Model to Prepare Teachers: A Review of the Literature
Urban teacher residency (UTR) has been promoted as a promising model to prepare teachers for urban schools. In this review, we analyzed 56 peer-reviewed, empirical journal articles on UTRs published between 2010 and 2020, following the PRISMA guidelines. While this literature suggested UTRs’ potentials to recruiting and retaining diverse urban school teachers, there was limited evidence showing UTRs’ impact on graduates’ classroom teaching and th…
A Teacher Like Me: An AsianCrit Analysis of Asian (American) Teacher Motivations
Navigating double marginalization: Narratives of Asian (American) educators teaching and building solidarity
This study examines Asian (American) teachers' racialized experiences teaching and building solidarity with predominantly Black and Latinx students. Adopting tenets of Asian Critical Theory, the findings reveal participants' paradoxical experiences of 'double marginalization': On one hand, they are broadly excluded from the Black-White racial paradigm and made invisible as racial outsiders and 'forever foreigners'; on the other hand, they report …
Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana
A growing body of research has identified teacher residency's potentials for improving and sustaining preservice teacher learning through a stronger district-university partnership. Drawing on sensemaking perspectives on education policy implementation, this qualitative case study examines how a variety of university and district stakeholders make sense of and implement a state-mandated teacher residency in Louisiana. Findings reveal that stakeho…
Transforming Civic Education in a Multicultural/Multilingual/Multiracial World
Let America be America again. ...... (America never was America to me.) ...... O, let my land be a land where Liberty Is crowned with no false patriotic wreath, But opportunity is real, and life is free, E
Constructingminzu: The representation ofminzuandZhonghua Minzuin Chinese elementary textbooks
This article examines the role of school textbooks on nation-building in China by examining how the Chinese concepts of minzu and Zhonghua Minzu are constructed in elementary language and social studies textbooks. This study draws on the relationships between ideology and school curriculum as its theoretical framework and adopts a combination of content analysis and critical discourse analysis to critically examine content about minzu in these te…
Twenty Years of Social Studies Textbook Content Analysis: Still “Decidedly Disappointing”
In an article published in 1993, Rahima Wade reviewed the quality of social studies textbook content analyses published in three major social studies journals between 1982 and 1992. She concluded that the quality of this research was disappointing. Borrowing and refining Wade's methods, this article presents the findings of a review of all 29 textbook content analyses published in the same journals between 1994 and 2016 to see whether textbook co…
The power of knowledge: A critical analysis of the depiction of ethnic minorities in China’s elementary textbooks
This study critically analyzes knowledge about: (1) ethnic minority groups; (2) the dominant Han group; and (3) the interaction between ethnic minorities and Han presented in three types of elementary textbooks used in China. The analysis reveals that the knowledge about and the values and beliefs of the Han people are overwhelmingly dominant in all reviewed textbooks. At the same time, ethnic minority groups are marginalized and the knowledge ab…
The power of knowledge: A critical analysis of the depiction of ethnic minorities in China’s elementary textbooks
This study critically analyzes knowledge about: (1) ethnic minority groups; (2) the dominant Han group; and (3) the interaction between ethnic minorities and Han presented in three types of elementary textbooks used in China. The analysis reveals that the knowledge about and the values and beliefs of the Han people are overwhelmingly dominant in all reviewed textbooks. At the same time, ethnic minority groups are marginalized and the knowledge ab…
Constructingminzu: The representation ofminzuandZhonghua Minzuin Chinese elementary textbooks
This article examines the role of school textbooks on nation-building in China by examining how the Chinese concepts of minzu and Zhonghua Minzu are constructed in elementary language and social studies textbooks. This study draws on the relationships between ideology and school curriculum as its theoretical framework and adopts a combination of content analysis and critical discourse analysis to critically examine content about minzu in these te…
Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana
A growing body of research has identified teacher residency's potentials for improving and sustaining preservice teacher learning through a stronger district-university partnership. Drawing on sensemaking perspectives on education policy implementation, this qualitative case study examines how a variety of university and district stakeholders make sense of and implement a state-mandated teacher residency in Louisiana. Findings reveal that stakeho…
A Teacher Like Me: An AsianCrit Analysis of Asian (American) Teacher Motivations
Navigating double marginalization: Narratives of Asian (American) educators teaching and building solidarity
This study examines Asian (American) teachers' racialized experiences teaching and building solidarity with predominantly Black and Latinx students. Adopting tenets of Asian Critical Theory, the findings reveal participants' paradoxical experiences of 'double marginalization': On one hand, they are broadly excluded from the Black-White racial paradigm and made invisible as racial outsiders and 'forever foreigners'; on the other hand, they report …
Like Their History Was More Important than My History: The (Mis)Education of Asian (American) Teachers
Twenty Years of Social Studies Textbook Content Analysis: Still “Decidedly Disappointing”
In an article published in 1993, Rahima Wade reviewed the quality of social studies textbook content analyses published in three major social studies journals between 1982 and 1992. She concluded that the quality of this research was disappointing. Borrowing and refining Wade's methods, this article presents the findings of a review of all 29 textbook content analyses published in the same journals between 1994 and 2016 to see whether textbook co…
The power of knowledge: A critical analysis of the depiction of ethnic minorities in China’s elementary textbooks
This study critically analyzes knowledge about: (1) ethnic minority groups; (2) the dominant Han group; and (3) the interaction between ethnic minorities and Han presented in three types of elementary textbooks used in China. The analysis reveals that the knowledge about and the values and beliefs of the Han people are overwhelmingly dominant in all reviewed textbooks. At the same time, ethnic minority groups are marginalized and the knowledge ab…
Twenty Years of Social Studies Textbook Content Analysis: Still “Decidedly Disappointing”
In an article published in 1993, Rahima Wade reviewed the quality of social studies textbook content analyses published in three major social studies journals between 1982 and 1992. She concluded that the quality of this research was disappointing. Borrowing and refining Wade's methods, this article presents the findings of a review of all 29 textbook content analyses published in the same journals between 1994 and 2016 to see whether textbook co…
Constructingminzu: The representation ofminzuandZhonghua Minzuin Chinese elementary textbooks
This article examines the role of school textbooks on nation-building in China by examining how the Chinese concepts of minzu and Zhonghua Minzu are constructed in elementary language and social studies textbooks. This study draws on the relationships between ideology and school curriculum as its theoretical framework and adopts a combination of content analysis and critical discourse analysis to critically examine content about minzu in these te…
Transforming Civic Education in a Multicultural/Multilingual/Multiracial World
Let America be America again. ...... (America never was America to me.) ...... O, let my land be a land where Liberty Is crowned with no false patriotic wreath, But opportunity is real, and life is free, E
Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana
A growing body of research has identified teacher residency's potentials for improving and sustaining preservice teacher learning through a stronger district-university partnership. Drawing on sensemaking perspectives on education policy implementation, this qualitative case study examines how a variety of university and district stakeholders make sense of and implement a state-mandated teacher residency in Louisiana. Findings reveal that stakeho…
The Urban Teacher Residency Model to Prepare Teachers: A Review of the Literature
Urban teacher residency (UTR) has been promoted as a promising model to prepare teachers for urban schools. In this review, we analyzed 56 peer-reviewed, empirical journal articles on UTRs published between 2010 and 2020, following the PRISMA guidelines. While this literature suggested UTRs’ potentials to recruiting and retaining diverse urban school teachers, there was limited evidence showing UTRs’ impact on graduates’ classroom teaching and th…
A Teacher Like Me: An AsianCrit Analysis of Asian (American) Teacher Motivations
Navigating double marginalization: Narratives of Asian (American) educators teaching and building solidarity
This study examines Asian (American) teachers' racialized experiences teaching and building solidarity with predominantly Black and Latinx students. Adopting tenets of Asian Critical Theory, the findings reveal participants' paradoxical experiences of 'double marginalization': On one hand, they are broadly excluded from the Black-White racial paradigm and made invisible as racial outsiders and 'forever foreigners'; on the other hand, they report …
Resisting Asian (American) Marginalization: A Systematic Review of AsianCrit in Education Research
This systematic review analyzes 50 peer-reviewed education research articles that employed the AsianCrit framework published between 2014 and 2023. It examines how scholars have utilized AsianCrit to challenge the persistent marginalization of Asian (American) voices in education research. Collectively, this body of research exposes the severe anti-Asian racism across K–12 and higher education contexts; challenges the exclusion and distortion of …
Leveraging Identities and Bridging Communities: Counternarratives of Asian (American) Teachers in Urban Schools
This qualitative study examines the racial identities and teaching practices of Asian (American) teachers in urban schools serving predominantly Black and Latinx students. Guided by the Asian Critical Theory framework, the findings reveal that participants face challenges navigating their identities within a U.S. society where whiteness is the norm. Experiences of marginalization and alienation compel them to incorporate Asian (American) cultures…
What Motivates High School Youths to Want to Teach? Narratives of Homegrown Aspiring Teachers
This qualitative study examined how a group of aspiring teachers who had completed a Grow Your Own (GYO) teacher program in high school explained their motivations for teaching. Findings revealed that homegrown aspiring teachers attributed their initial teaching aspirations to their own inequitable schooling experiences and societal perceptions of the teaching profession and explicitly described their decision to teach as a way to improve educati…
Like Their History Was More Important than My History: The (Mis)Education of Asian (American) Teachers
A light for fostering diversity and justice in curriculum theorizing and praxis
Racial violence in US K-12 schools is often perpetuated by curricular distortion and erasure of the histories and heritages of people of Color. In this article, we, two former students of Geneva Gay and one curriculum scholar, illuminate how Geneva Gay’s five decades of research and scholarship have served as a beacon of hope for fostering diversity and justice in curriculum theorizing and praxis. We reflect on how we have been inspired by the li…
Racing across borders: Transnational racial literacies of Chinese heritage language school teachers
Grounded in the scholarship of racial literacies and transnationalism, this study introduces the concept of ‘transnational racial literacies’ to investigate how Chinese immigrant teachers interpret and teach about race as they navigate racialisation and racism across borders and cultivate emerging critical racial consciousness through heritage language teaching. Drawing on interviews and curriculum design workshops with five teachers in a Chinese…
Sociology (10 works) · Pedagogy (8 works) · Political science (7 works) · Psychology (7 works) · Mathematics education (6 works) · Critical Race Theory in Education (4 works) · Ethnic group (4 works) · Global Education and Multiculturalism (4 works) · Multilingual Education and Policy (4 works) · Teacher education (4 works)