Scaffolding Culturally Responsive Practice Through the Science of Learning and Cultural Humility

• In Event: Educating for Equity and Excellence: Perspectives on Motivation, Cultural Responsiveness, and Professionalism

Abstract

This qualitative study explores perceptions of education and law enforcement professionals who completed multiple diversity trainings in recent years. While views on training efficacy varied, participants overwhelmingly reported meaningful experiences and application of concepts. Three central themes emerged: the enduring influence of socialization, the relevance of adult learning principles, and the transformative potential of cultural humility. Findings suggest that personal background and readiness shape how participants engage with equity content and that discomfort often signals growth. Participants called for differentiated, interactive learning models grounded in relevance, choice, and sustained reflection. Ultimately, cultural humility—framed not as a fixed competency but as an ongoing practice—surfaced as the most impactful stance for fostering inclusive, responsive service in education and public safety contexts.

Authors

• Jamie B. Martin, University of Missouri - St. Louis

• Tabari Asim Coleman, University of Missouri - St. Louis