Although they are underrepresented in Christian higher education, faculty of color are overrepresented among those teaching the diversity, equity, and inclusion (DEI) courses – at times, the single DEI course – within their department. For faculty of color, there are rewards and challenges that come with the responsibility of teaching DEI courses. In this 3-part series of posts, we provide a reflection highlighting the professional and personal journeys of three faculty of color from diverse backgrounds (Asian, Black, and Latino) from Seattle Pacific University. In doing so, we hope to share stories that will validate the experiences of other faculty of color working in Christian institutions.  At the same time, we also expect that these stories will provide rich and nuanced perspectives to counter the homogenizing narrative of faculty of color that are often perpetuated.  

If one were to rely on nunchi in the Western setting, it might be described as a countercultural act or posture, given that our societal tendency is to value low-context communication (“Say what you mean, and mean what you say”). I find myself elevating low-context communication with students more often than not, including when offering my assistance or support; I tell them, “If you are going through something difficult, it is important that you communicate with me clearly and promptly so that I can help you.” I would dare say that this type of faculty messaging is something that we in Christian higher education are socialized to deliver to students. In doing so, we convey the message that this Christian learning community deeply cares about students, but that students must to do their part in getting the help.

Whenever there is a concerning pattern among my students, I take a step back and assess my role in the situation; too often, my students’ tendencies serve as a mirror to my own habits. And I am definitely guilty of this overreliance on the C-I conceptualization. In 10+ years of teaching at a Christian higher education, I am positive that the most frequently cited reason for cultural differences in my classrooms, both by students and myself, is some variation of the C-I dichotomy. Although the C-I framework is a necessary step in the right direction of acknowledging culture, I also find that the oversimplified C-I framework in the classroom can become pedagogically ineffective, and at times, even do harm; examples of harm include the gross oversimplification of the diversity among God’s people, and the violation people’s dignity, whose lives deserve much more depth than the simplistic labels of C-I.

Beyond sports, this Tokyo Olympics has sparked important conversations and reflections about race, culture, citizenship, and faith in my immediate family, especially with my daughters Ally and Abby. These wide-ranging topics arise out of multiple hats I wear – father, psychologist, professor, Korean American, and Christian. And perhaps like many fathers, some of these conversations have stuck with my kids as intended (thank God for these moments in parenting), while others have resulted in a typical eye roll – “Are we talking about this again, daddy?” Furthermore, there are conversations that I have not yet had with my daughters, ones that I hope to bring up at the opportune moment in the near future. Here are some examples of these conversations.

These are the things I miss dearly as a professor. These are the things that I grieve, not because I know for certain that they will be altered in the future, but because I fear that they might. As Christian colleges and universities go back to resuming various activities, it is my prayer that colleagues who lead study abroad trips can support each other during this time, including offering innovative ideas for how study abroad experiences might be most effective emerging out of the pandemic.

I am appreciative of the opportunity to interview Dr. Russell M. Jeung, who is a Professor of Asian American Studies at San Francisco State University and co-founder of Stop AAPI [Asian American Pacific Islander] Hate. His efforts in tracking anti-Asian incidents during the COVID-19 pandemic has received widespread attention in both academic and public spheres, and his work has been featured in prominent outlets such as NPR, NBC News, CNN, Washington Post, and New York Times.

The days and weeks following the Atlanta massacre that killed 8 people, including 6 Asian women, have been filled with much grieving, anger, and fear for the Asian and Asian American community. Non-Asian communities, including Christian churches, expressed solidarity for our community and denounced the evils of racism, xenophobia, and misogyny. This feels like a watershed moment in our country, when the previously dismissed or minimized experiences of Asians have been at the forefront of our conversations, including in church conversations. My Korean American church, and the several other Korean American churches that I know, have taken the time to lament and to engage in activism in response to the increase in anti-Asian racism during the COVID-19 pandemic.

What do these two unrelated stories involving a stair spindle and a pad-mounted transformer – both of which I had to look up the official terms for, by the way – have to do with teaching students about racial microaggressions?

Based on my experiences as faculty in the past year but also drawing from my own scholarship, I would like to share some initial thoughts about how faculty can effectively support Asian and Asian American students during this challenging time. I am hoping that you will also contribute your experiences and ideas.

The headline for this Op-Ed is such an obvious statement that it seems ridiculous for me to even write. Many have been following the news that anti-Asian racism during the pandemic has been on the rise. Recently, my Bothell community has been rocked by a horrendous attack that happened in the Chinatown International District to one of our Asian American high school teachers.