ABSTRACT
Asian American preservice teachers and faculty are consistently underrepresented in US teacher education programs, and the return of anti-Asian xenophobia in the US during COVID-19 has further marginalized their sense of belonging in educational spaces and the larger society. This chapter reconceptualizes caring for Asian American preservice teachers based on the practices of a Chinese male immigrant teacher educator at a predominantly White institution during the pandemic. Drawing from structured reflections, the author examines his efforts to support students’ well-being, build a learning community, hold high expectations, and equip them with the knowledge and skills to address injustice. The author concludes by considering how all teacher educators can attend to Asian American preservice teachers’ personal well-being and academic engagement post-COVID by enacting culturally responsive caring.
