Art educators crossing borders: The cross-cultural experiences of Asian art education faculty in U.S. higher education.

摘要

This study was phenomenological, qualitative research to examine the cross-cultural experiences of Asian art education faculty in U.S. higher education as well as the meanings they attach to those experiences.;The review of literature on cross-cultural art education revealed that historically art education emphasized the idea of border-crossing by comparing art in cross-cultural contexts rather than examining people who are actually having cross-cultural experience through art and education. Asian art education faculty members who work in borderland through art and education are appropriate population to examine cross-cultural experience in art education. However, there is little or no research on Asian art education faculty members in the art education literature. It indicated a clear need for demographic data and in-depth investigation of their border-crossing experience in U.S. higher education institutions.;The online survey was administrated to Asian art education faculty members who were identified by criterion and snowball sampling strategy to understand their demographic profiles and perceptions on cross-cultural experience. From the online survey, three participants were selected for further in-depth, phenomenological interview to better understand their perceptions on cross-cultural experiences.;Participants in survey and interview indicated the greater opportunity to obtain a faculty position in the U.S. than in their home country as the primary motivation for applying for an academic position in U.S higher education. In addition, they perceived their successful higher education experience in U.S. as the qualification that the most helped them achieve a current faculty position.;In-depth analysis of survey participants' perceptions of each challenge and interview revealed that teaching students and language barriers were cross-cultural challenges they faced. Further the analysis of the data from interviews with Dr. A and Dr. C revealed that their national culture strongly influenced the cross-cultural challenges they faced in their early career, while Dr. B didn't indicate the presence of this strong influence of natural culture in his professional career. In interview, Dr. A and Dr. C's national cultural values such as long-term orientation, large power distance, and collectivism caused their cross-cultural challenges in teaching students. In terms of language, Dr. A and Dr. B both accepted language barriers, but strongly believed that students should overcome those language barriers. Dr. A acknowledged, however, that his different communication style, that is, the indirectness and politeness typical of Korean culture, caused misunderstandings with others and, eventually, influenced the quality of his relationships with students and colleagues. However, overall participants in this study had positive perceptions of their relationship with colleagues, chairs, and mentors and demonstrated strong sense of belonging at their institutions.;A cross-tabulation between tenure status and participants' cross-cultural challenges revealed that tenure track assistant professors were more likely to see their Asian ethnicity as presenting challenges in terms of language, relationship with colleagues, and isolation and rely on others of their same ethnicity in coping with issues on campus than tenured associate professor and a full professor.;Finally, participants in this study indicated that their cross-cultural experiences created a new cultural identity as hybridized individuals and international community members. They also perceived that the development of these new identities transformed their experiences into opportunities and advantages in their careers. Further, they believed that Asian art education faculty members bring multiple perspectives to art and education, eventually; they turn art education into more globalized community.;The findings of this study provided recommendations for prospective and early-career art education faculty members, non-Asian art education faculty members, art education students, art education Ph.D. offering universities. Further, it has implications for research on art education faculty and foreign-born art education faculty in U.S. higher education, art teacher education, and K-12 art education theory and practice. This research also contributes to mutual understanding, appreciation, and tolerance and potentially empower such individuals as underrepresented groups within the dominant culture in which they work and live.