Contribution to Book
Moderation, modesty, creativity, and criticalness: A Chinese-American medical professor speaks.“Strangers" of the academy: Asian women scholars in higher education (2006)
The number of minority scholars in North American universities and
colleges has increased steadily since the 1980s (Harvey, 2003; U.S.
Department of Education, 2002). This has resulted in some publications
that explore various issues encountered by minority scholars in general
(e.g., Belcher & Conner, 2001; Braine, 1999; Kingston-Mann & Sieber,
2001) and female faculty in particular (Li, 2005; Liang, 2005; Lin et al., 2004;
Vargas, 2002). This body of work shows that minority faculty encounter various
challenges in their work. For example, Braine (1999) describes being
underappreciated as an English as a Second Language (ESL) instructor in the
United States, as some of his students dropped out of his classes based on
the native speaker fallacy (Phillipson, 1992) that assumes only native speakers
are good language teachers. That is, despite his near-native proficiency in the
English language and expertise in English language teaching, he felt his students
dropped out of his courses with an assumption that, as a nonnative
speaker of English, he would not be able to do a good job of teaching ESL.
Similar findings are presented and discussed in Liang (2005), a study that
investigates three Asian female professors' ongoing battles with linguistic,
gender, racial, and cultural issues.
EditorG. Li & G. H. Beckett
Citation InformationGulbahar Beckett and Jianhua Zhang. "Moderation, modesty, creativity, and criticalness: A Chinese-American medical professor speaks." Sterling“Strangers" of the academy: Asian women scholars in higher education (2006) p. 233 - 248
Available at: http://works.bepress.com/gulbahar-beckett/8/