Add to ORKGThis paper examines three women of color perspectives on the relevance of incorporating culture and race discussions, activities, and assignments into graduate courses. The authors provide a description of their upbringing to highlight how their personal experiences shaped their perspective on culture and race in educational settings. The challenges of delivering instruction to encompass culture are discussed alongside a student’s evaluation of these barriers. In addition, instructors outline strategies they have implemented to incorporate a culturally responsive practice. Lastly, the authors present recommendations to urge other faculty members and students to use and advocate for culturally responsive practices
Institutions of higher education are becoming increasingly diverse, while faculty of these instituti...
The racial and ethnic demographic shifts occurring in the United States had increased the need for e...
This research examined the use of culturally responsive teaching for underrepresented and/or first-g...
Graduate teaching instructors (GTIs) have the unique opportunity of learning to be both scholars and...
Despite numerous education reform efforts, national academic achievement data continues to reflect a...
In this session, the presenter explores the existing literature to examine the components of a cultu...
In an increasingly diverse world that is characterized by significant social and educational inequit...
Culture is integral to the learning process. It is the organization and way of life within the commu...
Many scholars have noted that the lack of diversity among professors contributes to the imbalanced s...
This article is based on the workshop, Keeping it Real: Illusions of Equality and Justice on College...
Instructors’ beliefs and behaviors shape students’ learning environments (Bandura, 2007). Culturally...
Research indicates that students of color often experience marginalization in their academic pursuit...
The U.S. population is becoming more diverse with researchers projecting that minorities will be the...
The enduring gap between White and Black student achievement has challenged our educational systems ...
This qualitative single-site case study explored how undergraduate faculty members engaged culturall...
Institutions of higher education are becoming increasingly diverse, while faculty of these instituti...
The racial and ethnic demographic shifts occurring in the United States had increased the need for e...
This research examined the use of culturally responsive teaching for underrepresented and/or first-g...
Graduate teaching instructors (GTIs) have the unique opportunity of learning to be both scholars and...
Despite numerous education reform efforts, national academic achievement data continues to reflect a...
In this session, the presenter explores the existing literature to examine the components of a cultu...
In an increasingly diverse world that is characterized by significant social and educational inequit...
Culture is integral to the learning process. It is the organization and way of life within the commu...
Many scholars have noted that the lack of diversity among professors contributes to the imbalanced s...
This article is based on the workshop, Keeping it Real: Illusions of Equality and Justice on College...
Instructors’ beliefs and behaviors shape students’ learning environments (Bandura, 2007). Culturally...
Research indicates that students of color often experience marginalization in their academic pursuit...
The U.S. population is becoming more diverse with researchers projecting that minorities will be the...
The enduring gap between White and Black student achievement has challenged our educational systems ...
This qualitative single-site case study explored how undergraduate faculty members engaged culturall...
Institutions of higher education are becoming increasingly diverse, while faculty of these instituti...
The racial and ethnic demographic shifts occurring in the United States had increased the need for e...
This research examined the use of culturally responsive teaching for underrepresented and/or first-g...