Exploring the Lack of Training on Culturally Responsive Teaching in Higher Education.

Autor/in	Massar, Kiara
Titel	Exploring the Lack of Training on Culturally Responsive Teaching in Higher Education.
Quelle	In: Interchange, (2022) 3-4, S.477-484Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-5230
DOI	10.1007/s10780-022-09466-4
Schlagwörter	Culturally responsive teaching; Higher education; Pedagogy; Diversity; Urban education; Equity
Abstract	Abstract Students have a right to a challenging, stimulating, equitable, and well-rounded education. It is all educators’ responsibility to provide students with the appropriate tools, resources, and support necessary to succeed; however, educators also need to be provided with professional development that will aid in their ability to teach effectively. As school populations become increasingly diverse, there is an overwhelming need in preparing faculty to work with students of various races, cultures, genders, and socioeconomic backgrounds. Numerous researchers analyze how to strengthen pre-service teacher prep programs for k-12 grade levels, but what about those teaching at the higher education levels? Many colleges and universities are now creating “Diversity Equity Inclusion” positions to create inclusive campuses. While creating a more inclusive campus environment is a positive mission, what about the pedagogy? The problem addressed by this study is the lack of resources and adequate professional development on Culturally Responsive Teaching offered to faculty at the post-secondary level, which hinders their ability to create an inclusive and equitable learning environment. The purpose of this qualitative case study is to demonstrate the difference Culturally Responsive Teaching can make on a professor’s syllabus, materials, interaction, classroom environment, and self-efficacy when teaching a diverse classroom.
Erfasst von	OLC
Update	2023/2/05