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Epps, Valencia, Moodie, Ian. (1404). “Korea Can be Fun Depending on What you Look Like”: Investigating Marginalization among Expatriate Female English Teachers in East Asia. پژوهش های میوه کاری, 13(3 (Special Issue)), 19-43. doi: 10.30466/ijltr.2025.56729.3218
Valencia Epps; Ian Moodie. "“Korea Can be Fun Depending on What you Look Like”: Investigating Marginalization among Expatriate Female English Teachers in East Asia". پژوهش های میوه کاری, 13, 3 (Special Issue), 1404, 19-43. doi: 10.30466/ijltr.2025.56729.3218
Epps, Valencia, Moodie, Ian. (1404). '“Korea Can be Fun Depending on What you Look Like”: Investigating Marginalization among Expatriate Female English Teachers in East Asia', پژوهش های میوه کاری, 13(3 (Special Issue)), pp. 19-43. doi: 10.30466/ijltr.2025.56729.3218
Epps, Valencia, Moodie, Ian. “Korea Can be Fun Depending on What you Look Like”: Investigating Marginalization among Expatriate Female English Teachers in East Asia. پژوهش های میوه کاری, 1404; 13(3 (Special Issue)): 19-43. doi: 10.30466/ijltr.2025.56729.3218

“Korea Can be Fun Depending on What you Look Like”: Investigating Marginalization among Expatriate Female English Teachers in East Asia

Iranian Journal of Language Teaching Research
دوره 13، 3 (Special Issue)، اسفند 2025، صفحه 19-43    اصل مقاله (723.47 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2025.56729.3218
نویسندگان
Valencia Epps1؛ Ian Moodie* 2
1Carnegie Mellon University, US
2Mokpo National University, South Korea
چکیده
This qualitative study examines how the intersecting dimensions of gender, race, and physical appearance exacerbate marginalization among expatriate female English teachers in East Asia. Drawing on in-depth interviews with seven women across Korea, Japan, Taiwan, and Mongolia, it employs an intersectional framework to explore how overlapping identity constructs shape their professional and everyday experiences in their host countries. Findings reveal systemic exclusion tied to gendered workplace norms, racial discrimination, and aesthetic expectations related to body size, dress, and hair texture. These overlapping inequalities influenced participants’ classroom authority, emotional wellbeing, and occupational commitment. The study contributes to language teaching research by centering the voices of women in transnational contexts and illuminating how patriarchal institutional cultures, White normativity, and local beauty standards operate in conjunction with native-speakerism to produce compounded inequities. It calls for greater attention to equity in hiring, teacher support systems, and inclusive policy and training in ELT workspaces. Ultimately, the study underscores the importance of intersectionality in understanding and addressing discriminatory power dynamics in global ELT.
کلیدواژه‌ها
intersectionality؛ Native English-Speaking Teachers (NESTs)؛ gender؛ race؛ appearance؛ language teacher identity
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