Culturally Responsive Teaching in Undergraduate General Education Online Courses (Poster 2)

• In Event: AERA Poster Session Fifteen
  In Poster Session: Equity, Community, and Citizenship

Abstract

The purpose of this qualitative case study was to explore the characteristics of culturally responsive teaching reflected in the posts of instructors within discussion forums in fully online undergraduate general education courses in sociology, English, mathematics, and humanities. Findings from deductive analysis revealed partial use of culturally responsive teaching strategies involving cultural competence, sociopolitical/cultural consciousness, community of learners, and high academic expectations. Results for inductive analysis showed themes of missed opportunities to address cultural and linguistic differences and responses that cut off discussion. These findings indicate a need for research on intervention strategies designed to increase culturally responsive teaching practices with diverse college students and determine if these practices increase persistence and academic achievement.

Authors

• Barbara R. Schirmer, Walden University
  Presenting Author

• Alison Schirmer Lockman, Walden University
  Presenting Author