International STEM Education From a Culturally Responsive Lens

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Entanglements, Critiques, and Cultural Relevance (Table 1)

Abstract

This mixed-methods single-case study was conducted at an engineering-specialized university in Western China. This study examined the effectiveness and applicability of cultural responsiveness in supporting international undergraduates to develop academic achievement, multicultural competency, and sociopolitical consciousness. Employing presurvey, focus group interviews, and authors’ reflections, this study collected perspectives from both educators’ and students’ ideologies toward cultural responsiveness. Admitted observed development in the above-mentioned three aspects by both the instructor and student, the instructor also recognized additional challenges in designing and instructing culturally responsive teaching practices. To better support both educators and international undergraduates, research findings recommend providing international students with academic and sociocultural support, tapping into their voices, as well as supporting faculty members with culturally responsive professional training.

Authors

• Siyuan Gong, Chang'an University
  Presenting Author

• Wenjin Guo, Xi'an University of Architecture and Technology
  Presenting Author