Becoming through reflexivity: Asian American teachers and critical consciousness

This qualitative study examines how critical reflexivity shapes the racial identity development and critical consciousness of four Asian American secondary teachers in New York City. Drawing on interviews with English language arts and social studies teachers who participated in professional development on Asian American and Pacific Islander (AAPI) curriculum, we conducted a critical thematic analysis of their experiences. Findings show that teachers’ personal histories, familial narratives, and immigration backgrounds informed their motivation to challenge AAPI invisibility and resist superficial approaches to curriculum. While navigating incomplete representations and student resistance, teachers engaged in reflexive practices that deepened their own understandings of Asian American identity and informed justice-oriented pedagogy. The study highlights critical reflexivity as essential not only for developing inclusive curriculum but also for enabling teachers of color to cultivate counter-narratives and build solidarity.