“I can't have it both ways”: Emotion‐laden tensions, emotion labor, and identity constructions of female English language teachers in Chinese higher education
This study reveals how emotion labor affects identity constructions of female teachers, suggesting influence from sociocultural norms and institutional pressures.
Key Points
Emotional labor significantly shapes the identities of female English language teachers in China, highlighting their unique struggles with expectations.
Findings indicate a duality of compliance and resistance as teachers navigate complex institutional and sociocultural demands.
The research employed narrative frames and interviews with 13 female teachers to gather nuanced insights into their experiences.
Understanding emotions in this context is crucial for improving professional development and policies in higher education.