Pedagogical Responsiveness and Sensitivity as Mediators: Exploring Cultural Perceptions and Research Intentions Among Social Studies Teachers

• In Event: Quantitative and Mixed Methods Research in Social Studies Education

Abstract

This study examines how social studies teachers’ perceptions of cultural distance and case-based cultural relevance relate to their intent to encourage student-led research. Using structural equation modeling with data from 598 participants, two conceptual pathways were tested: a correlational process linking cultural distance to pedagogical responsiveness, and a causal process linking cultural relevance to pedagogical sensitivity. Results show that while reflective teaching is prompted by perceived cultural distance, such distance also suppresses teachers’ support for student-led research in learning social studies. Experimental manipulation revealed that the impact of cultural relevance is highly context-dependent. Findings highlight the nuanced ways teachers’ cultural perceptions shape research-based teaching and learning in diverse social studies classrooms.

Authors

• Chenchen Lu, Purdue University

• Kathryn M. Obenchain, Purdue University