<p>To address the U.S. labor shortage in the fields of
agriculture and STEM, higher education needs to recruit, retain, and prepare
more underrepresented minority students into agricultural and STEM disciplines.
Teachers play important roles in student learning, which can lead to student
academic and professional success. With university classrooms becoming more
diverse, faculty need to adopt inclusive teaching methods in order to
accommodate the needs and expectations of diverse students. Culturally
responsive teaching embraces and integrates students’ culture into the teaching
and learning process. As a result, culturally responsive teaching can offer a
more engaging learning experience for all students; however, in the context of
higher education, there is a lack of understanding and application of
culturally responsive teaching by faculty. This study examined students’
perceptions of culturally responsive teaching practices in their first college
mathematics course through a developed and modified instrument for higher
education. Further, this study used a structural equation model to predict the
relationships among students’ perceptions of culturally responsive teaching,
sense of belonging and academic self-efficacy. Data were collected through the
anonymous questionnaire administrated through Qualtrics. Participants of this
study were undergraduate students enrolled in the college of agriculture,
college of science and college of liberal arts at a predominately white
institution (PWI) and an Historically Black College and University (HBCU). Five
conclusions were generated from the study. First, the scale developed to
measure students’ perceptions of culturally responsive teaching in higher
education was a valid instrument. Second, college students observed and sensed
different types of culturally responsive teaching differently. Third, students’
perceptions of culturally responsive teaching predicted students’ academic
self-efficacy and sense of belonging. Fourth, students who had a higher sense
of belonging were more confident as college students. Finally, African American
students at an HBCU had higher perceptions of culturally responsive teaching.
Implications for practice were provided to help promote the application of
culturally responsive teaching in higher education. Recommendations for future
research were also discussed to inform future studies regarding culturally
responsive teaching in university settings.</p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/9116885 |
| Date | 13 August 2019 |
| Creators | Yujie Huang (7046348) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/Undergraduate_Students_Perceptions_of_Culturally_Responsive_Teaching_And_Their_Sense_of_Belonging_And_Academic_Self-Efficacy_In_Higher_Education/9116885 |
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