Culturally Responsive Perceptions and Practices of Instructors at a Minority-Serving Institution: A Mixed Methods Study

Autor/inn/en	Warren, Jeffrey M.; Goins, Camille L.; Locklear, Leslie A.; Unger, Dana L.; Locklear, Tiffany M.; Neal, Gerald; Nickolson, Claudia; Robinson, Gretchen G.
Titel	Culturally Responsive Perceptions and Practices of Instructors at a Minority-Serving Institution: A Mixed Methods Study
Quelle	In: Journal of Effective Teaching in Higher Education, 3 (2020) 2, S.76-91 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-7608
Schlagwörter	Culturally Relevant Education; Teacher Attitudes; Teaching Methods; Minority Serving Institutions; College Faculty; Teacher Student Relationship; Teacher Role; Race + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Rasse; Abstammung
Abstract	The purpose of this mixed-methods study was to examine the culturally responsive perceptions and practices of instructors at a public, minority-serving institution located in the southeast quadrant of the United States. Survey data were collected from 34 undergraduate and graduate faculty participants. Findings from a hierarchical regression analysis indicated that race or ethnicity and deficit ideology were predictive of instructor-student relationships and effectively communicating expectations. Additionally, a thematic analysis of participant responses suggested instructors believe students do not value higher education, and academic advisors should take on a more expansive role. Participants minimized the role they play in promoting student success. Based on these findings, the authors suggest that universities develop strategic plans to address inequitable policies and practices. Furthermore, instructors must challenge beliefs that are detrimental to culturally responsive instruction. A discussion of the findings and implications for culturally responsive instruction in higher education, particularly at minority serving institutions, are included. (As Provided).
Anmerkungen	Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01