First Advisor

Micki M. Caskey

Term of Graduation

Spring 2020

Date of Publication


Document Type


Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction


Curriculum & Instruction




Language teachers -- United States -- Psychology -- Case studies, Asians -- United States -- Psychology -- Case studies, Identity (Psychology), Biculturalism



Physical Description

1 online resource (xii, 297 pages)


Increasingly, Native Chinese Mandarin teachers have been migrating to the United States and taking positions as Mandarin teachers in U.S. schools. Many have needed support for professional identity development as bicultural and bilingual teachers given their new social cultural context. The purpose of this study was to describe and explain the experiences and professional identity development of early-career Native Chinese Mandarin teachers in one Northwest Pacific city. Using a theoretical framework of social cultural theory in education and the bicultural identity integration construct, I conducted a multiple case study of four early-career Native Chinese Mandarin teachers in four different school contexts: public school, private school, Confucius classroom, and charter school. Data sources were two semi-structured interviews and the Bicultural Identity Integration Scale. Based on my data analysis, I developed four cases, conducted a cross-case comparison, and identified themes about the four early-career Native Chinese Mandarin teachers: (a) they experienced shifts, development, and transformation in their professional identity, (b) their professional identity was multi-faceted, (c) their professional identity interacted with their cultural identity, and (d) their bicultural identity integration described the connection between their professional identity and cultural identity. Conclusions drawn from these Native Chinese Mandarin teachers' voices include calling for a multicultural approach when teaching, encouraging educational stakeholders to take a leading role to support social and cultural teaching, providing parents with opportunities to be involved in their children's learning, and establishing a community that empowers bicultural teachers' professional identity development in U.S. schools.


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