faculty portrait if available
Yiting Chu
Assistant Professor
School of Education
Walk 2-31
318-342-1254
ULM logo

Yiting Chu, PhD
Assistant Professor, Education

Education

Ph D

2016, Curriculum and Instruction
University of Washington, Seattle

MS

2012, Curriculum and Instruction
Texas A&M University, College Station

faculty feature photo

Biographical Sketch

Yiting Chu, Ph.D. is an assistant professor of Curriculum and Instruction and the holder of the Kitty DeGree Endowed Professorship in Education at the School of Education, College of Arts, Education, and Sciences in the University of Louisiana Monroe (ULM). Dr. Chu earned his Ph.D. in Curriculum and Instruction with a concentration in Multicultural Education from the University of Washington, Seattle.

Dr. Chu coordinates the ULM's Master of Education (M.Ed.) in Curriculum and Instruction--English as a Second Language program. He also teaches courses for the undergraduate Teacher Education program; and graduate courses for the Doctor of Education in Curriculum and Instruction and M.Ed. in Educational Leadership programs at the ULM. 

Dr. Chu’s research is grounded in the intersections of cultural diversity, social justice, and teacher education, with the goals of preparing and sustaining culturally responsive and equity- and justice-oriented teachers in and for minoritized and marginalized communities.

Dr. Chu has published in journals such as Journal of Teacher Education, Race Ethnicity and Education, Educational Policy and Analysis Archives, Teaching Education, Multicultural PerspectivesDiscourse: Studies in the Cultural Politics of Education, and The Social Studies, among othersand forthcoming in the Routledge Encyclopedia of Education. 

 

Research Interests

  • Diversity and Equity in Education
    • Multicultural Education
    • Culturally Responsive Teaching
  • Teacher Education 
    • Teacher Quality and Teacher Policy
    • Teacher Education for Social Justice
  • Curriculum Theory and Development
    • Critical Curriculum Studies
    • Multicultural Curriculum Design and Implementation
    Comparative and International Education
    • Comparative Citizenship Education
    • Internationalization of Higher Education

Recent Publications

Chu, Y. (2021). “It’s just kinda like a year-long job interview”: Preservice teacher identity development in a year-long teacher residency (pp. 47-69). Understanding teacher identity: The complexities of forming an identity as professional teacher: Rowman & Littlefield.
Chu, Y. (2021). Transforming civic education in a multicultural/multilingual/multiracial world. A review of the book Diversity, transformative knowledge, and civic education: Selected essay. (pp. 50-56). Multicultural Perspectives.
Chu, Y. (2021). Collaborative learning of international undergraduate English language learners in small-group writing communities (pp. 1-9). International Journal for the Scholarship of Teaching and Learning.
Chu, Y. (2021). Sensemaking of university and district stakeholders in implementing a teacher residency policy in Louisiana (pp. 1-13). Journal of Teacher Education.
Chu, Y. (2019). What are they talking about when they talk about equity? A content analysis of equity principles and provisions in state Every Student Succeeds Act plans (pp. 1-30). Education Policy Analysis Archives.
Chu, Y. (2021). Preservice teachers learning to teach and developing teacher identity in a teacher residency (pp. 269-285). Teaching Education.
Chu, Y. (2019). Mentor teacher professional identity development in a year-long teacher residency (pp. 251-271). Mentoring & Tutoring: Partnership in Learning.
Chu, Y. (in press). Multicultural Curriculum. Routledge Encyclopedia of Education.
Chu, Y., Lai, M., Xu, Y., Zhou, Y. (2012). Test review: Advanced Clinical Solutions for the WAIS-IV and WMS-IV (pp. 520-524). Journal of Psychoeducational Assessment.
Chu, Y., Walters, L. M. (2013). The question-asking behavior of Asian students in an American university classroom (pp. 10-29). Journal of English as an International Language.
Chu, Y. (2015). The power of knowledge: A critical analysis of the depiction of ethnic minorities in China’s elementary textbooks (pp. 469-487). Race Ethnicity and Education.
Chu, Y. (2018). Constructing minzu: The representation of minzu and Zhonghua Minzu in Chinese elementary textbooks (pp. 941-953). Discourse: Studies in the Cultural Politics of Education.
Chu, Y. (2017). Twenty years of social studies textbook content analysis: Still “decidedly disappointing”? (pp. 229-241). The Social Studies.
Chu, Y. (2018). Visualizing minority: Images of ethnic minority groups in Chinese elementary social studies textbooks (pp. 135-147). The Journal of Social Studies Research.

Awards & Honors

2020 Kitty DeGree Endowed Professorship in Education.

2017 Frances Davis Hammond Endowed Professorship in Education .

2013 Vivian Cady Johnson Scholarship.

Courses Taught

CURR 1001NAV CULTURAL PLUR SOCIETY, 10 course(s)

CURR 4084PRACTICUM - ELEMENTARY, 4 course(s)

CURR 5084PRACTICUM, 1 course(s)

CURR 7005QUAL METHODS ED RESEARCH, 8 course(s)

CURR 7007RESEARCH IN TEACHING LEARNING, 3 course(s)

CURR 7009CURRICULUM THEORY AND DESIGN, 6 course(s)

CURR 7011PROG EVAL THEORY PRACTICE, 1 course(s)

CURR 7012ASSESS PROGRAM INSTR DEC MAK, 1 course(s)

CURR 7014DECISION MKG SCHOOL IMPROVE, 4 course(s)

CURR 7015DISSERTATION, 1 course(s)

EDFN 5081RESEARCH, 1 course(s)

EDFN 5083MULTICUL EDUCATION PERSPECT, 4 course(s)

EDLE 5000TCHER LDR I DATA SCHL IMP, 3 course(s)

EDLE 5005TCHER LDR II IMP SCHL PERF, 2 course(s)

ESLG 5025ESL HISTORY PROFESSIONALISM, 3 course(s)

ESLG 5050CURR DESIGN MULTICUL ENVI, 3 course(s)