Culturally Responsive Discourse: Key to Immigrant Student Success in U.S. Higher Education

• In Event: Supporting the Educational Success of Immigrant Students: Strategies for Inclusive Learning

Abstract

This study examines how lack of culturally responsive discourse in U.S. higher education classrooms impacts immigrant students' academic experiences. Through qualitative interviews, the study analyzes classroom language’s effects on academic progress and retention and proposes inclusive teaching strategies. Grounded in theories of cultural responsiveness and multicultural education, the findings highlight language barriers, cultural misunderstandings, and poor representation in course materials as key challenges (Gay, 2002). The study underscores the need for culturally responsive teaching practices to enhance equity in higher education, providing evidence-based recommendations for creating inclusive learning environments. Implementing these strategies can significantly improve the academic success and retention rates of immigrant students, fostering a more inclusive and supportive educational environment for all students.

Author

• Ecem Kopuz, Graduate Center - CUNY