Yea-Wen Chen is an Associate Professor in the School of Communication at San Diego State University. Broadly, her research program examines how communication, including silence, about cultural identities impact teaching, relating, and organizing for social justice.
This essay discloses the journey of two women as they become faculty-in-residence (FIR) at differ... more This essay discloses the journey of two women as they become faculty-in-residence (FIR) at different institutions. Though far apart physically, the authors utilize a method of collaborative autoethnography to reflect on how their experiences marked boundaries, allowed for self-care, and supported residential education and community. Storied moments highlight issues of emotional labor, especially for female FIRs; out-of-class interactions with students; intricate balancing of being a faculty and a resident; and the challenges and advantages of “homing” on campus.
In this study, we explore the ways in which Intercultural Communication instructors uniquely expe... more In this study, we explore the ways in which Intercultural Communication instructors uniquely experience emotion with work and how this influences their pedagogical approaches to this course. We collected and analyzed interviews with 21 intercultural communication educators across U.S. colleges and universities. We present findings related to the types of resistance present and/or emerging in the intercultural communication classroom, emotional responses to resistance, and strategies for managing and negotiating emotion with work in the Intercultural Communication classroom. We end with discussing implications for teacher training programs designed for the Intercultural Communication classroom.
The implications of the dominance and diffusion of English as a common international language pro... more The implications of the dominance and diffusion of English as a common international language provides the impetus for this study to explore and understand the ideological implications of the current practice or construction of teaching English. Specifically, the present study seeks to analyze the ideologies and rhetorical strategies embedded and manifested in three documents published by Foreign Affairs and International Trade Canada on teaching English in Japan, Korea, and Taiwan respectively. Guided by the method of ideological criticism, the comparison and contrast of the three artifacts revealed two major ideologies and one overarching ideology. The two major ideologies are (a) the ideology of Canadians teaching English abroad; and (b) the ideology regarding Japan, Korea, and Taiwan. Both of which, fall under the overarching ideology of disempowering agency. The findings confirm the futility and importance of advisory rhetoric that is found to be paradoxically associated with agency in the current study. Finally, the practical implications for constructing the Canadian teaching of English abroad are discussed. [China Media Research. 2007; 3(3): 53-60]
This essay deploys a disruptive moment of giving up tenure to rethink silence and voice in the co... more This essay deploys a disruptive moment of giving up tenure to rethink silence and voice in the context of institutional whiteness from the standpoint of a racialized Asian/immigrant/woman faculty. I narrate moments during my first tenure-track years weathering the quiet and invisible storms of whiteness at a historically white institution in the Midwestern United States. In (re)writing my story, I (re)orient my identity as an immigrant Other in US academia, reclaiming my family's oral history to inform my ways of speaking in/with comforting silence. I conclude with a discussion of racialized acts of speaking (up) as an interactive rather than singular moment.
VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 2013
This ground-breaking book, stemming from an initial request made in a 1989 conference on &amp... more This ground-breaking book, stemming from an initial request made in a 1989 conference on ''Frontier of Social Movement Research''for a volume on social movements in East Asia, is edited by sociologists Jeffrey Broadbent at the University of Minnesota and Vicky Brockman at Southwest Minnesota State University. It represents one of the first systematic efforts to examine the utility or applicability of Western-based social movements' perspectives and concepts to understand social movements' realities in an East Asian context. Aiming to ...
Journal of Intercultural Communication Research, 2012
This study examined how friendship types, levels of friendship, and cultural backgrounds affected... more This study examined how friendship types, levels of friendship, and cultural backgrounds affected breadth of self-disclosure (BSD). BSD was measured with six self-disclosure topic items—in which higher scores indicated greater willingness to engage in conversations about various topics—from three groups with varying experiences with intercultural friendships. Confirmatory factor analysis was used with Multiple-Indicators, Multiple-Causes models to control for the influence of differential item functioning (DIF, groups responding ...
This essay discloses the journey of two women as they become faculty-in-residence (FIR) at differ... more This essay discloses the journey of two women as they become faculty-in-residence (FIR) at different institutions. Though far apart physically, the authors utilize a method of collaborative autoethnography to reflect on how their experiences marked boundaries, allowed for self-care, and supported residential education and community. Storied moments highlight issues of emotional labor, especially for female FIRs; out-of-class interactions with students; intricate balancing of being a faculty and a resident; and the challenges and advantages of “homing” on campus.
In this study, we explore the ways in which Intercultural Communication instructors uniquely expe... more In this study, we explore the ways in which Intercultural Communication instructors uniquely experience emotion with work and how this influences their pedagogical approaches to this course. We collected and analyzed interviews with 21 intercultural communication educators across U.S. colleges and universities. We present findings related to the types of resistance present and/or emerging in the intercultural communication classroom, emotional responses to resistance, and strategies for managing and negotiating emotion with work in the Intercultural Communication classroom. We end with discussing implications for teacher training programs designed for the Intercultural Communication classroom.
The implications of the dominance and diffusion of English as a common international language pro... more The implications of the dominance and diffusion of English as a common international language provides the impetus for this study to explore and understand the ideological implications of the current practice or construction of teaching English. Specifically, the present study seeks to analyze the ideologies and rhetorical strategies embedded and manifested in three documents published by Foreign Affairs and International Trade Canada on teaching English in Japan, Korea, and Taiwan respectively. Guided by the method of ideological criticism, the comparison and contrast of the three artifacts revealed two major ideologies and one overarching ideology. The two major ideologies are (a) the ideology of Canadians teaching English abroad; and (b) the ideology regarding Japan, Korea, and Taiwan. Both of which, fall under the overarching ideology of disempowering agency. The findings confirm the futility and importance of advisory rhetoric that is found to be paradoxically associated with agency in the current study. Finally, the practical implications for constructing the Canadian teaching of English abroad are discussed. [China Media Research. 2007; 3(3): 53-60]
This essay deploys a disruptive moment of giving up tenure to rethink silence and voice in the co... more This essay deploys a disruptive moment of giving up tenure to rethink silence and voice in the context of institutional whiteness from the standpoint of a racialized Asian/immigrant/woman faculty. I narrate moments during my first tenure-track years weathering the quiet and invisible storms of whiteness at a historically white institution in the Midwestern United States. In (re)writing my story, I (re)orient my identity as an immigrant Other in US academia, reclaiming my family's oral history to inform my ways of speaking in/with comforting silence. I conclude with a discussion of racialized acts of speaking (up) as an interactive rather than singular moment.
VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 2013
This ground-breaking book, stemming from an initial request made in a 1989 conference on &amp... more This ground-breaking book, stemming from an initial request made in a 1989 conference on ''Frontier of Social Movement Research''for a volume on social movements in East Asia, is edited by sociologists Jeffrey Broadbent at the University of Minnesota and Vicky Brockman at Southwest Minnesota State University. It represents one of the first systematic efforts to examine the utility or applicability of Western-based social movements' perspectives and concepts to understand social movements' realities in an East Asian context. Aiming to ...
Journal of Intercultural Communication Research, 2012
This study examined how friendship types, levels of friendship, and cultural backgrounds affected... more This study examined how friendship types, levels of friendship, and cultural backgrounds affected breadth of self-disclosure (BSD). BSD was measured with six self-disclosure topic items—in which higher scores indicated greater willingness to engage in conversations about various topics—from three groups with varying experiences with intercultural friendships. Confirmatory factor analysis was used with Multiple-Indicators, Multiple-Causes models to control for the influence of differential item functioning (DIF, groups responding ...
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