Culturally Responsive Perceptions and Practices of Instructors at a Minority-Serving Institution: A Mixed Methods Study

UNCP Author/Contributor (non-UNCP co-authors, if there are any, appear on document)
Dr.. Camille Goins, Assistant Professor/ FAEL Project Director (Creator)
Dr. Claudia Nickolson, Associate Professor (Creator)
Dr. Gretchen G. Robinson, Assistant Professor; Coordinator, Special Education (Creator)
Dr. Jeffrey M. Warren, Assistant Professor (Creator)
The University of North Carolina at Pembroke (UNCP )
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Abstract: Abstract. "The purpose of this mixed-methods study was to examine the culturally responsive perceptions and practices of instructors at a public, minority-serving institution located in the southeast quadrant of the United States. Survey data were collected from 34 undergraduate and graduate faculty participants. Findings from a hierarchical regression analysis indicated that race or ethnicity and deficit ideology were predictive of instructor-student relationships and effectively communicating expectations. Additionally, a thematic analysis of participant responses suggested instructors believe students do not value higher education,and academic advisors should take on a more expansive role. Participants minimized the role they play in promoting student success. Based on these findings, the authors suggest that universities develop strategic plans to address inequitable policies and practices. Furthermore, instructors must challenge beliefs that are detrimental to culturally responsive instruction.A discussion of the findings and implications for culturally responsive instruction in higher education, particularly at minority serving institutions, are included."

Additional Information

Language: English
Date: 2020
culturally responsive instruction, deficit ideology, instructors, higher education

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