School Climate for Marginalized Populations

In response to surging anti-Asian violence, State-level initiatives have been proposed to combat racial bullying, hate speech, or harassment in schools to create safe and inclusive climates for students  (California Department of Education; CDE, 2020). However, these initiatives consider teachers as individuals who provide resources to affected students but do not recognize them as part of the vulnerable group that needs support. Many Asian families are deciding not to send their children back to in-person schooling due to the fear of race-based hostility (Yam, 2021), but teachers do not have the freedom to decide to remain remote even if they share the same fear. According to the report provided by WestEd (2012), even before the COVID-19 pandemic, a lower percentage of Asian and Asian American teachers reported that their school is a safe place for staff compared to Latinx and White teachers.  Employees who enjoy and trust their work environment are more likely to be productive and intend to stay (Griffith, 2006). During the current climate, it is critical to identify factors that can help Asian and Asian American teachers feel safe and respected in schools. Thus, this proposed study aims to conduct mixed-methods design (MMD) research to improve our understanding of Asian and Asian American teachers' experiences within schools during the COVID-19 pandemic.