Christine Yeh
Biographic Data
| ID | 779410 |
|---|---|
| NAME | Christine Yeh |
| GIVEN NAMES | Christine |
| FAMILY NAME | Yeh |
| SIGNATURE | YEH C |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0002-4006-969X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 46 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Toward Spatial AsianCrit: Theorizing Asian American Youth Racialization in Educational Spaces
This article advances spatial theorization of Asian American (AsAm) racialization by foregrounding the mutually constitutive nature of the social and spatial in schooling. While critical scholarship has illuminated how race and space intersect, the spatial dimensions of AsAm racialization remain undertheorized. Building on AsianCrit and Critical Race Spatial Analysis, we propose a Spatial AsianCrit framework that conceptualizes racialization as a…
Beyond Verbal: A Methodological Approach to Highlighting Students’ Embodied Participation in Mathematics Classroom
Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers—working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities—who …
Disability, model minority myth, and white supremacy: Struggling, reimagining, and becoming through mother–daughter counter storytelling
We – as daughter and mother – offer our stories humbly as a love letter to our Asian American community, our Black and Brown siblings, and the broader education community. White supremacy has weaponized the model minority myth – the belief that Asian Americans have "made it" despite obstacles – to invalidate claims of systemic racism and ableism. We draw on Disability Critical Race Theory and Asian American Critical Race Theory to center intersec…
Abolition and ethnic studies in early care and education
The authors enter this conversation on equity, inclusion, and belonging in early care and education with abolition and ethnic studies as necessary standpoints that must be embodied to build what the world can and should be for its youngest inhabitants. Early care and education systems have been marked by damaging practices, pathologizing portrayals, and carceral pedagogies, which demand radical reimagining. The authors offer this writing as a col…
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…
Rightful Presence in Times of Crisis and Uprisings: A Call for Disobedience
Borders—territorial, economic, political, and ideological—are processes of social division. They monitor and exclude and are regulated, patrolled, and maintained by an array of power regimes, but borderlands are also sites of movement, agency, and resistance. Likewise, mathematics is used as a border that divides and politicizes. In this article, we seek to explore how the field can disrupt and transform borders in mathematics education. We draw …
Documenting increased participation of a student with autism in the standards for mathematical practice
The Common Core State Standards articulate expectations for student participation in mathematical reasoning, sense making, and discussion. Yet little to no research explores the participation of students with autism in these practices. Drawing on neurodiversity and situated sociocultural theory, this article offers a case study of the mathematics engagement of Oscar, a fifth-grade student with autism, over the duration of 1 school year. Using fie…
Fostering the Cultural Experiences and School Engagement of Samoan American Students in Urban Schools
We explored the associations of collective self-esteem and parent educational practices with school engagement in a sample of 128 Samoan middle and high school students in an urban school district. Simultaneous regression analysis revealed that each of these independent variables contributed to significant variance in school engagement. Specifically, the overall regression model accounted for 22% of the variance in school engagement. Collective s…
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence
Using Ecological Asset Mapping to Investigate Pre-Service Teachers' Cultural Assets
We examined the impact of a pedagogical strategy, ecological asset mapping, on 19 pre-service teachers' self-exploration, development of respect for others, and critical examination of social injustice. Data were analyzed from participants' ecological asset maps and essays describing the experience of completing and sharing the maps. The analysis of the maps generated two themes, transitions over time and multiple identities whereas four themes e…
Preservice Teachers' Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning
This study examines the development of a specific sub-skill for studying and improving teaching-the generation of hypotheses about the effects of teaching on student learning. Two groups of elementary preservice teachers (PSTs) were compared: one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Data consist of PSTs' comments on video clips of mathematic…
Learning to teach mathematics and to analyze teaching effectiveness: Evidence From a Video- And Practice-Based Approach
Suicide among Asian Americans: What Do We Know? What Do We Need to Know
In analyzing what is known and what still needs to be learned about suicide among Asian Americans, the current article provides a critical review of significant factors such as age, gender, religious and spirituality issues, acculturation, social support, familial dynamics, social integration as well as gay/lesbian/bisexual orientations. In examining these factors, recommendations related to interventions and the existing research gaps are also d…
Learning to teach mathematics and to analyze teaching effectiveness: Evidence From a Video- And Practice-Based Approach
Suicide among Asian Americans: What Do We Know? What Do We Need to Know
In analyzing what is known and what still needs to be learned about suicide among Asian Americans, the current article provides a critical review of significant factors such as age, gender, religious and spirituality issues, acculturation, social support, familial dynamics, social integration as well as gay/lesbian/bisexual orientations. In examining these factors, recommendations related to interventions and the existing research gaps are also d…
Preservice Teachers' Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning
This study examines the development of a specific sub-skill for studying and improving teaching-the generation of hypotheses about the effects of teaching on student learning. Two groups of elementary preservice teachers (PSTs) were compared: one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Data consist of PSTs' comments on video clips of mathematic…
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…
Fostering the Cultural Experiences and School Engagement of Samoan American Students in Urban Schools
We explored the associations of collective self-esteem and parent educational practices with school engagement in a sample of 128 Samoan middle and high school students in an urban school district. Simultaneous regression analysis revealed that each of these independent variables contributed to significant variance in school engagement. Specifically, the overall regression model accounted for 22% of the variance in school engagement. Collective s…
Using Ecological Asset Mapping to Investigate Pre-Service Teachers' Cultural Assets
We examined the impact of a pedagogical strategy, ecological asset mapping, on 19 pre-service teachers' self-exploration, development of respect for others, and critical examination of social injustice. Data were analyzed from participants' ecological asset maps and essays describing the experience of completing and sharing the maps. The analysis of the maps generated two themes, transitions over time and multiple identities whereas four themes e…
Beyond Verbal: A Methodological Approach to Highlighting Students’ Embodied Participation in Mathematics Classroom
Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers—working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities—who …
Disability, model minority myth, and white supremacy: Struggling, reimagining, and becoming through mother–daughter counter storytelling
We – as daughter and mother – offer our stories humbly as a love letter to our Asian American community, our Black and Brown siblings, and the broader education community. White supremacy has weaponized the model minority myth – the belief that Asian Americans have "made it" despite obstacles – to invalidate claims of systemic racism and ableism. We draw on Disability Critical Race Theory and Asian American Critical Race Theory to center intersec…
Suicide among Asian Americans: What Do We Know? What Do We Need to Know
In analyzing what is known and what still needs to be learned about suicide among Asian Americans, the current article provides a critical review of significant factors such as age, gender, religious and spirituality issues, acculturation, social support, familial dynamics, social integration as well as gay/lesbian/bisexual orientations. In examining these factors, recommendations related to interventions and the existing research gaps are also d…
Learning to teach mathematics and to analyze teaching effectiveness: Evidence From a Video- And Practice-Based Approach
Preservice Teachers' Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning
This study examines the development of a specific sub-skill for studying and improving teaching-the generation of hypotheses about the effects of teaching on student learning. Two groups of elementary preservice teachers (PSTs) were compared: one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Data consist of PSTs' comments on video clips of mathematic…
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence
Using Ecological Asset Mapping to Investigate Pre-Service Teachers' Cultural Assets
We examined the impact of a pedagogical strategy, ecological asset mapping, on 19 pre-service teachers' self-exploration, development of respect for others, and critical examination of social injustice. Data were analyzed from participants' ecological asset maps and essays describing the experience of completing and sharing the maps. The analysis of the maps generated two themes, transitions over time and multiple identities whereas four themes e…
Documenting increased participation of a student with autism in the standards for mathematical practice
The Common Core State Standards articulate expectations for student participation in mathematical reasoning, sense making, and discussion. Yet little to no research explores the participation of students with autism in these practices. Drawing on neurodiversity and situated sociocultural theory, this article offers a case study of the mathematics engagement of Oscar, a fifth-grade student with autism, over the duration of 1 school year. Using fie…
Fostering the Cultural Experiences and School Engagement of Samoan American Students in Urban Schools
We explored the associations of collective self-esteem and parent educational practices with school engagement in a sample of 128 Samoan middle and high school students in an urban school district. Simultaneous regression analysis revealed that each of these independent variables contributed to significant variance in school engagement. Specifically, the overall regression model accounted for 22% of the variance in school engagement. Collective s…
Rightful Presence in Times of Crisis and Uprisings: A Call for Disobedience
Borders—territorial, economic, political, and ideological—are processes of social division. They monitor and exclude and are regulated, patrolled, and maintained by an array of power regimes, but borderlands are also sites of movement, agency, and resistance. Likewise, mathematics is used as a border that divides and politicizes. In this article, we seek to explore how the field can disrupt and transform borders in mathematics education. We draw …
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…
Abolition and ethnic studies in early care and education
The authors enter this conversation on equity, inclusion, and belonging in early care and education with abolition and ethnic studies as necessary standpoints that must be embodied to build what the world can and should be for its youngest inhabitants. Early care and education systems have been marked by damaging practices, pathologizing portrayals, and carceral pedagogies, which demand radical reimagining. The authors offer this writing as a col…
Disability, model minority myth, and white supremacy: Struggling, reimagining, and becoming through mother–daughter counter storytelling
We – as daughter and mother – offer our stories humbly as a love letter to our Asian American community, our Black and Brown siblings, and the broader education community. White supremacy has weaponized the model minority myth – the belief that Asian Americans have "made it" despite obstacles – to invalidate claims of systemic racism and ableism. We draw on Disability Critical Race Theory and Asian American Critical Race Theory to center intersec…
Beyond Verbal: A Methodological Approach to Highlighting Students’ Embodied Participation in Mathematics Classroom
Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers—working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities—who …
Toward Spatial AsianCrit: Theorizing Asian American Youth Racialization in Educational Spaces
This article advances spatial theorization of Asian American (AsAm) racialization by foregrounding the mutually constitutive nature of the social and spatial in schooling. While critical scholarship has illuminated how race and space intersect, the spatial dimensions of AsAm racialization remain undertheorized. Building on AsianCrit and Critical Race Spatial Analysis, we propose a Spatial AsianCrit framework that conceptualizes racialization as a…
Psychology (10 works) · Sociology (8 works) · Pedagogy (7 works) · Political science (6 works) · Critical Race Theory in Education (5 works) · Gender Studies (5 works) · Early Childhood Education and Development (4 works) · Epistemology (4 works) · Ethnic group (4 works) · Gender Studies (4 works)