The Experiences and Perceptions of Microaggressions Against American Assistant Language Teachers Living in Japan

University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 8-2017 The Experiences and Perceptions of Microaggressions Against American Assistant Language Teachers Living in Japan Stephanie Leann Hupp University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the First and Second Language Acquisition Commons, and the International and Intercultural Communication Commons Recommended Citation Hupp, Stephanie Leann, "The Experiences and Perceptions of Microaggressions Against American Assistant Language Teachers Living in Japan" (2017). Theses and Dissertations. 2489. http://scholarworks.uark.edu/etd/2489 This Thesis is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. The Experiences and Perceptions of Microaggressions Against American Assistant Language Teachers Living in Japan A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Communication by Stephanie L. Hupp Lyon College Bachelor of Arts, 2011 August 2017 University of Arkansas This thesis is approved for recommendation to the Graduate Council. Dr. Myria Allen Thesis Director Dr. Lindsey Aloia Dr. Patricia Amason Committee Member Committee Member Abstract This thesis reports the results of a mixed method study investigating the microaggressions that Americans working as Assistant Language Teachers (ALTs) experience in popular English as a Second Language jobs such as the Japan Exchange and Teaching Program (JET Program) and Interac. Utilizing a survey, this study identifies the types of microaggressions American ALTs experience and at what frequency, in both the general and workplace environment, the emotional valence of these utterances, how ALTs respond verbally and emotionally, how they cope, their job satisfaction, intercultural communication competence, and relational intimacy with Japanese Teachers of English. A series of interviews portrays a deeper look at the specific microaggressions ALTs experience, as well as its uniqueness compared to other studies that focus on microaggressions in America. Ultimately, this study aims to find the differences and similarities in microaggressions through the lens of the American expatriate. Using this, recruiters can see what their employees face while working abroad, and future ALTs can learn strategies when they face similar encounters in their future field of work. Key words: microaggressions, Japan, America, intercultural communication, job satisfaction, high-context culture, low-context culture, communication competence, coping, attribution, facework. ©2017 by Stephanie Hupp All Rights Reserved Acknowledgments First and foremost, I am thankful for the JET Program Consulates, JETAA chapters, and AJET chapters that helped me circulate my survey. Without them, the results to this study would not be possible. I also want to extend thanks to the ALTs I worked with in Akita, Japan, who helped complete and circulate my survey as well. Second, I would like to thank my parents, Lee Ann and Steve Hupp, for giving me support when I needed it most. I would also like to thank my partner, Jose Reyes, for letting me spill my thoughts to him and being there to listen to my ideas, worries, and milestones. He has supported my journey every step of the way. I owe a large debt to my committee head, Dr. Myria Allen, for guiding me and helping me down a successful path, and learning how to become an apt and ambitious scholar. I would also like to thank my other committee member, Dr. Patricia Amason, for helping me learn how to get the most out of my qualitative data and act as a sounding board for my ideas, as well as introducing me to her fellow colleagues at the 2017 Southern States Communication Association Conference. I would also like to thank my third committee member, Dr. Lindsey Aloia, for letting me bounce ideas around while writing this thesis. I am also very thankful to have worked with Dr. Matthew Spialek this semester as his teaching assistant. He was always eager to hear about my progress and findings, as well as willing to listen to my triumphs and anxieties. Dedication This thesis is primarily dedicated to all the amazing and wonderful people I met and worked with during my time on the JET Program. It is also dedicated to Mrs. Chika Kasuya and Mr. Yuki Mizusawa, two teachers I worked during my time in the JET Program. They took me under their wings to become a skilled and productive teacher while allowing me to bring my own culture to the classroom. I also want to dedicate this to Ms. Chika Furukawa, who gave me many opportunities to become a member of my community, Yurihonjo City, including leading cooking classes and reading books from my childhood to children in the community. This is also dedicated to Sasaki-Sensei , my karate teacher. He treated me like a second daughter, and I have many fond memories of spending time with his family and getting to know his bright and cheerful daughter, Yumi. Most importantly, this is dedicated to anyone who knows what it is like to live as a minority. This thesis would not have been possible if it were not for exposure to this lens, something I had taken granted my whole life. This also goes to every expatriate who deals with the struggles of navigating a new country, learning the language, and wondering, “Did he really just say that?” Tell me not in mournful numbers life is but an empty dream! For the soul is dead that slumbers and things are not what they seem. Life is real! Life is earnest! And the grave is not the goal; dust thou art to dust returnith, was not spoken of the soul—A Psalm of Life, by Henry Wadsworth Longfellow. This is my mother’s favorite poem, and words I try to live by. Table of Contents Chapter 1 – Introduction 1 Research Questions 8 Chapter 2 – Literature Review 10 The Asian American and Asian Immigrant Experience 10 Microaggressions: Definitions and Types 11 Context, Culture, and Face 16 Individual Level Differences in How ALTs Interpret Microaggressions 21 Reactions to Microaggressions 24 Workplace Relationships and Job Satisfaction 28 Chapter 3 – Methodology 40 Participant Characteristics 40 Procedure 41 Final Samples 42 Data Collection Instruments and Analysis 45 Data Analysis 50 Chapter 4 – Results 54 Types and Frequencies of Microaggressions 54 Emotional Responses to Microaggressions 72 Nonverbal and Verbal Responses to Microaggressions via Coping 82 Mechanisms Job Satisfaction and Feelings of Understanding and Misunderstanding 95 Intercultural Communication Effectiveness 97 Intimacy with JTEs and Workplace Microaggressions 100 Chapter 5 – Discussion 108 Discussion of Findings 108 Limitations 127 Scholarly Contributions 128 Theory Based Insights 132 Future Research 138 Conclusion 140 References 142 Tables and Figures Table 1: ALTs Divided by Level of Schools, Number, Range, Mean, and 43 Standard Deviation Table 2: ALTs’ Overall Frequency of Individual Microaggressions 55 Table 3: ALTs’ Overall Frequency of Workplace Microaggressions in a 66 Six Month Period. Table 4: Descriptive Statistics on ALTs’ FUM, Understanding, and 73 Misunderstanding for General Microaggressions Table 5: Descriptive Statistics of FUM, Understanding, and 79 Misunderstanding for Workplace Microaggressions Table 6: Regression Model of Feelings of Misunderstanding 80 Table 7: Descriptive Statistics on Overall Job Satisfaction by Individual 96 Items. Table 8: Descriptive statistics of ALTs score for ICE. 98 Table 9: ALTs Report of Agreement in Relational Communication Items 100 Table 10: Spearman’s Rho for Workplace Microaggressions, RCS and its 103 Subcomponents Table 11: Pearson’s Correlation with FUM, RCS and Other 106 Subcomponents Figure 1: Flow of the Narrative of Microaggressive Statements 133 Appendices Appendix A: Letters to Participants 151 Appendix B: Interview Questions 152 Appendix C: Racial and Ethnic Microaggressions Scale (REMS) 153 Appendix D: Workplace Microaggressions 155 Appendix E: Feelings of Understanding/Misunderstanding Scale 156 (FUM) Appendix F: Intercultural Communication Effectiveness (ICE) 157 Appendix G: Relational Communication Scale (RCS) 159 Appendix H: Overall Job Satisfaction Scale 161 Appendix: I: Demographics 163 Appendix J: Background on Participants 165 IRB Approval Form 168 1 Chapter 1 Introduction Considering the number of Assistant Language Teachers (ALTs) from America living in Japan contracted through both private and governmental organizations, it is important to investigate the lived experiences of these expatriates. Naturally, living in a foreign country regardless of knowledge of the host country’s language or culture, can be a daunting experience. The interpersonal experiences one has with members of the host community, including work colleagues, can negatively impact work-life, community involvement, and overall personal well- being (Kim, 1991, 2005a; Nadal, Wong, Griffin, Davidoff, & Sriken, 2014, Pittman, 2012; Redmond, 2000). While it may be easy to label expatriates’ negative reactions to host nationals’ comments as being due to culture shock ( Chapdelaine & Alexitch, 2004; Redmond, 2000) or as racism (Nadal, 2011; Soloranzo, Ceja, & Yosso, 2000), this study seeks to better understand the nature of microaggressions (i.e., negatively perceived personal comments about an American’s background or work ethic) that

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