Minoritized Teacher Identity Construction within Instances of Racialization

My study examines English language teacher identity (LTI) construction through qualitative research analysis of group and individual interviews. I focus on the oral narratives told within these interviews on interactions and experiences in the workplace and the classroom. The focus of this study is specifically on teachers who identify as Muslim, and the context is higher education institutes in the United States. My study leans on findings from other studies that have drawn conclusions from interviews and historical events to show that people who "embody an imagined Muslim look" are targeted with anti-Islamic rhetoric and policies (e.g., Ahluwalia & Pellettiere, 2010; Bayoumi, 2006; Joshi, 2006; Kaufman & Niner, 2019, p. 1). My study invests in understanding racialization's impact on professional identity development and the tools the participants use to navigate society in a time strife with anti Muslim rhetoric. My interest lies in how the participants view their sense of self as they articulate navigating the workspace. My research hopes to add to the growing scholarship on the impact of racialization on those perceived to be Muslim.

Author dc:creator

• Baerzae, Fatema

Advisors dc:contributor.advisor

• Moore, Colette
• Kerschbaum, Stephanie

• English as a second language

Statement dc:rights

• none

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/1773/53992

OAI identifier oai:identifier

oai:digital.lib.washington.edu:1773/53992