In colleges and universities all across the United States, the amount of culturally and linguistically diverse students has increased significantly. Research has shown that when educators can develop educational practices and curricula that account for and incorporate students’ cultural frameworks, outcomes improve for culturally and linguistically diverse students. Culturally responsive teaching is a pedagogical approach that does just that. This research project aimed to bring to light the various ways that general education professors define and enact culturally responsive teaching practices. It further illustrates how students receive and interpret these culturally responsive approaches. Using the general education college within a mid-sized Midwestern University, data was collected through interviews with professors, classroom observations, and a student focus group. Findings show that professors define culturally responsive teaching in a variety of ways with students at the center. The focus on students shows that building relationships with students is the most common way culturally responsive teaching is practiced. Students were receptive to these approaches and responded affirmatively to the practice of relationship building. Other themes emerged, indicating that, for professors, culturally responsive teaching is an iterative and self-reflective practice. They also felt limited support from their programs and institutions to enhance their culturally responsive teaching practices. The study shows what is effective culturally responsive teaching and what may need refinement, leading to potential improvements and professional development in culturally responsive teaching.
","abstract_html":"<p>In colleges and universities all across the United States, the amount of culturally and linguistically diverse students has increased significantly. Research has shown that when educators can develop educational practices and curricula that account for and incorporate students’ cultural frameworks, outcomes improve for culturally and linguistically diverse students. Culturally responsive teaching is a pedagogical approach that does just that. This research project aimed to bring to light the various ways that general education professors define and enact culturally responsive teaching practices. It further illustrates how students receive and interpret these culturally responsive approaches. Using the general education college within a mid-sized Midwestern University, data was collected through interviews with professors, classroom observations, and a student focus group. Findings show that professors define culturally responsive teaching in a variety of ways with students at the center. The focus on students shows that building relationships with students is the most common way culturally responsive teaching is practiced. Students were receptive to these approaches and responded affirmatively to the practice of relationship building. Other themes emerged, indicating that, for professors, culturally responsive teaching is an iterative and self-reflective practice. They also felt limited support from their programs and institutions to enhance their culturally responsive teaching practices. The study shows what is effective culturally responsive teaching and what may need refinement, leading to potential improvements and professional development in culturally responsive teaching.</p>","abstract_has_math":false,"creators":["Vistain, Valerie"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Dr. Ignacio Lopez","Dr. Seema Iman","Dr. Karen Galea"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-06-01T07:00:00Z","date_published":"2022-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["Culturally responsive teaching","case study","teaching and learning","student voice","higher education","Education","Educational Methods","Higher Education and Teaching","Scholarship of Teaching and Learning","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/687","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Ignacio Lopez","Dr. Seema Iman","Dr. Karen Galea"]},{"key":"dc:creator","label":"Author","values":["Vistain, Valerie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-08-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Culturally responsive teaching","case study","teaching and learning","student voice","higher education","Education","Educational Methods","Higher Education and Teaching","Scholarship of Teaching and Learning","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/687"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In colleges and universities all across the United States, the amount of culturally and linguistically diverse students has increased significantly. Research has shown that when educators can develop educational practices and curricula that account for and incorporate students’ cultural frameworks, outcomes improve for culturally and linguistically diverse students. Culturally responsive teaching is a pedagogical approach that does just that. This research project aimed to bring to light the various ways that general education professors define and enact culturally responsive teaching practices. It further illustrates how students receive and interpret these culturally responsive approaches. Using the general education college within a mid-sized Midwestern University, data was collected through interviews with professors, classroom observations, and a student focus group. Findings show that professors define culturally responsive teaching in a variety of ways with students at the center. The focus on students shows that building relationships with students is the most common way culturally responsive teaching is practiced. Students were receptive to these approaches and responded affirmatively to the practice of relationship building. Other themes emerged, indicating that, for professors, culturally responsive teaching is an iterative and self-reflective practice. They also felt limited support from their programs and institutions to enhance their culturally responsive teaching practices. The study shows what is effective culturally responsive teaching and what may need refinement, leading to potential improvements and professional development in culturally responsive teaching.
"]},{"key":"dc:title","label":"Title","values":["Centering Culture and Relationships in Learning: Culturally Responsive Teaching in Higher Education"]}]}],"canonical_facts":{"dc:contributor":["Dr. Ignacio Lopez","Dr. Seema Iman","Dr. Karen Galea"],"dc:creator":["Vistain, Valerie"],"dc:date.available":["2022-08-29T07:00:00Z"],"dc:description.abstract":["In colleges and universities all across the United States, the amount of culturally and linguistically diverse students has increased significantly. Research has shown that when educators can develop educational practices and curricula that account for and incorporate students’ cultural frameworks, outcomes improve for culturally and linguistically diverse students. Culturally responsive teaching is a pedagogical approach that does just that. This research project aimed to bring to light the various ways that general education professors define and enact culturally responsive teaching practices. It further illustrates how students receive and interpret these culturally responsive approaches. Using the general education college within a mid-sized Midwestern University, data was collected through interviews with professors, classroom observations, and a student focus group. Findings show that professors define culturally responsive teaching in a variety of ways with students at the center. The focus on students shows that building relationships with students is the most common way culturally responsive teaching is practiced. Students were receptive to these approaches and responded affirmatively to the practice of relationship building. Other themes emerged, indicating that, for professors, culturally responsive teaching is an iterative and self-reflective practice. They also felt limited support from their programs and institutions to enhance their culturally responsive teaching practices. The study shows what is effective culturally responsive teaching and what may need refinement, leading to potential improvements and professional development in culturally responsive teaching.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/687"],"dc:subject":["Culturally responsive teaching","case study","teaching and learning","student voice","higher education","Education","Educational Methods","Higher Education and Teaching","Scholarship of Teaching and Learning","Teacher Education and Professional Development"],"dc:title":["Centering Culture and Relationships in Learning: Culturally Responsive Teaching in Higher Education"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}