Reimagining Culturally Responsive Pedagogy for International Students in Higher Education

• In Event: Supporting Across the Stages of Teacher Development: Self-Studies of Mentorship for Pre-service, Graduate, and Doctoral Students

Abstract

This collaborative self-study explores how teacher educators in a U.S. university have reimagined culturally responsive pedagogy in response to the growing presence of international graduate students. Drawing on interviews, focus groups, and reflective dialogue, the study identifies three key themes: (1) shifting from U.S.-centric frameworks to globally inclusive pedagogies, (2) navigating the emotional labor of mentorship, and (3) addressing cultural identity and perception in faculty-student relationships. Findings highlight the need to expand culturally responsive pedagogy to better support globally mobile students through relational, context-sensitive practices. This study contributes to the literature on culturally responsive pedagogy in higher education and calls for institutional support structures that recognize the complexity and labor involved in teaching and mentoring international students.

Authors

• Eugenia Vomvoridi-Ivanovic, University of South Florida

• Sophia Han, University of South Florida

• Jennifer Jacobs, University of South Florida

• Zorka Karanxha, University of South Florida