Few Asian American men choose to become teachers in the United States, and the career paths of those who do are not well understood. Guided by Situated Expectancy-Value Theory, analyses of interviews with 12 Asian American male preservice teachers revealed three themes. First, men navigated social discouragement and variable parental support for a teaching career. Second, their career decisions were grounded in commitments to personal agency, non-conformity, and making a social contribution. Third, career exploration, including early teaching experiences and exploring non-teaching career possibilities, clarified strengths and values. Theoretical and practical implications are discussed.

很少有亚裔美国人选择在美国当老师，而那些做美国职业的人的职业道路还不为人所知。在定位期望值理论的指导下，对12位亚裔美国男性职前教师的访谈进行的分析揭示了三个主题。首先，男人克服了社交上的灰心和父母对教学事业的支持。其次，他们的职业决策基于对个人代理的承诺，不符合规定和做出社会贡献。第三，职业探索，包括早期教学经验和探索非教学职业可能性，阐明了优势和价值观。理论和实践意义进行了讨论。