Culturally Responsive Teaching in Higher Education: A Collaborative Self-Study

• In Event: Reaching Cultural Understanding Through Self-Study

Abstract

Seven faculty members engaged in a collaborative self-study to explore how they define, model, and navigate their roles as culturally responsive teacher educators across various departments within a higher education institution. All participants conducted an individual interview with another team member in order to understand and conceptualize culturally responsive teaching in higher education. Findings include the multifaceted nature of culturally responsive teaching in higher education, the importance of building relationships with students, and the tensions related to students and institutions. The findings begin to fill in a void for an articulated framework of culturally responsive teaching beyond P-12 classrooms and illustrate the type of support and professional development higher education institutions need to provide for faculty to actualize this work.

Authors

• Sophia Han, University of South Florida

• Eugenia Vomvoridi-Ivanovic

• Jennifer Lynn Jacobs, University of South Florida

• Zorka Karanxha, University of South Florida

• Andrea Lypka

• Cynthia Topdemir

• Allan Feldman, University of South Florida