Betina Hsieh. Ph.D., is an associate professor of secondary teacher education at California State University, Long Beach’s College of Education.

Her research focuses on teacher identity, critical (digital) literacies in teacher education, social media use in teaching and teacher education, navigating heritage language loss and reclamation, and experiences of teachers and teacher educators of color, with a specific emphasis on Asian American teachers.

Professor Hsieh has done extensive work with K-12 and higher education partners, offering workshops related to content area literacy development, social justice and equity work, and critical (digital) literacies. She has also served as a formal and informal mentor to numerous secondary and post-secondary students and junior faculty in the field of education.

Professor Hsieh holds a doctorate in Education with a Specialization in Language, Literacy and Culture, an M.A. in Education, and a B.A. in American Studies, all from University of California, Berkeley.

Articles, Publications, and Appearances


Kim, J. & Hsieh, B. (2021) The racialized experiences of Asian American teachers in the US: Applications of Asian Critical Race Theory to resist marginalization. Routledge.

Peer Reviewed Scholarly Publications

Yeh, C., Agarwal-Rangnath, R., Hsieh, B. & Yu, J. (2022) The Wisdom in Our Stories: Asian American MotherScholar Voices in Teaching and Teacher Education. Submitted to the International Journal of Qualitative Studies in Education.

Hsieh, B. (2022) Countering Asian American Invisibility in Schools. Educational Leadership, 79(5), 38-43.

Hsieh, B., Yu, J., Yeh, C., Agarwal-Rangnath, R. (2022) Love on the Front Lines: Asian American MotherScholars Resisting Dehumanizing Contexts through Humanizing Collectivity. Peabody Journal of Education, 97(2), 165-178.   

Agarwal-Rangnath, R., Yeh, C., & Hsieh, B. (2022). We need to see each other as human: Ethnic studies as a framework for humanizing K-12 education. In T.K. Chapman, & N. Hobbel (Eds.), Social justice pedagogy across the curriculum: The practice of freedom. Routledge.

Hsieh, B. (2021) Examining (Re)Constructive History through the Experiences of Asian American Teachers. ASSERT: Annals of Social Studies Education Research for Teachers, 2(3), 43-51.

Sintos Coloma, R., Hsieh, B., Poon, O., Chang, S., Choimorrow, S.Y., Kulkarni, M.P., Meng, G., Patel, L. & Tintiangco-Cubales, A. (2021) Reckoning with Anti-Asian violence: Racial grief, visionary organizing, and educational responsibility. Educational Studies, 57(4), 378-394.

Hsieh, B. & Nguyen, H.T. (2021) Coalitional resistance: Challenging racialized and gendered oppression in teacher education. Journal of Teacher Education, 72(3), 355-367.

Hsieh, B. & Nguyen, H.T. (2020) Identity-informed mentoring to support acculturation of female faculty of color in higher education: An Asian American female mentoring relationship case study. Journal of Diversity in Higher Education, 13(2), 169-180.

Hsieh, B. & Kim, J. (2020) Challenging the invisibility of Asian Americans in education. Review of Education, Pedagogy and Cultural Studies, 42(2), 95-103.

Hsieh, B., Kim, J. & Protzel, N. (2020) Feeling not “Asian” enough: Issues of heritage language loss, development, and identity.  Journal of Adolescent & Adult Literacy, 63(5), 573-576.