Stressors and Resilience in Education: Asian American Educators’ Response to Crisis

Abstract

Amidst a pandemic-induced staffing shortage, retaining teachers of color becomes a critical concern for educational systems. Concurrently, Asian American educators face heightened challenges, including increased antiAsian violence and underrepresentation in the teaching workforce. Using the Asian critical theory, risk and resilience theory, and the job demands-resources model, we explored the experiences of 21 Asian American educators through thematic analysis of semistructured interviews. The findings revealed the intricate interplay of stressors, such as antiAsian violence and numerical minority status, along with resilience factors. Further, findings revealed that Asian American educators leveraged job-related and general resources, highlighting the importance of antiracist professional development and inclusive environments in education. Addressing these stressors and fostering resilience is crucial for supporting Asian American educators and promoting equity within the education sector amid current challenges. Implications are discussed in terms of the need for systemic changes in educational policies and practices to better support the well-being of Asian American educators, while fostering inclusive and equitable environments that reflect and address their unique challenges and contributions.