Examining Culturally Responsive Teaching and Assessment in an Undergraduate Public Speaking Course

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Considering Culture, Race, and Social Justice in and Out of the Classroom (Table 27)

Abstract

Given the diversified background of student ethnicities, races, and cultures in the United States (U.S), the demand for cultural responsiveness has increased in education. As a representation of cultural diversity and inclusion, postsecondary education was indicated to have an irreplaceable role in promoting cultural responsiveness and prosperity. To examine the performance and potential for cultural responsiveness in U.S. postsecondary education, the researchers conducted a mixed-method investigation of culturally responsive teaching and assessment (CRTA) in a university public speaking course. Thirty-eight enrolled undergraduate students provided survey and interview data. While student survey responses rated the course highly for elements of CRTA, interview data provided mixed accounts of the treatment and integration of culture into the course.

Authors

• Kexin Jiang, Washington State University

• Chad M. Gotch, Washington State University

• Christina Griselda Nickerson, Washington State University