Racial identity and Chinese language learning among Asian American students

Purpose This study aims to examine Asian American students’ racial identity and Chinese learning at two Midwestern suburban high schools. Design/methodology/approach Qualitative methodology is used in this study. Through in-depth interviews with student participants, this study explores how Asian American students interpret their racial identity and Chinese language learning experience. Findings This study finds that students’ racial/ethnic identity is shaped by dominant ideologies and power relations. Racism and stereotypical images toward Asian American students are visible and have negatively affected their schooling. Students validate their learning in Chinese and perform their racial/ethnic identity as capital to be invested. However, they barely experience and reflect on racial and cultural diversity at schools. Practical implications The findings of this study have implications for both research and practice at suburban schools. This study suggests school leaders and teachers work with students toward antiracism and create inclusive and equitable learning spaces. Originality/value This study will contribute to an in-depth understanding of Asian American students’ racial/ethnic identity, knowledge and experience in Chinese language classrooms. It will enrich the current literature on Asian American education and identity in second language learning.