The Importance Of Culturally Responsive Teachers

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Noting the growing diversity among college and adult learners and the need for professors to be culturally responsive in their teaching practices, the purpose of this study was to examine the motivation to become a culturally responsive educator and the transformational experiences that created this motivation and shaped their development. Since the majority of higher education professors are White, it proved useful to study culturally responsive White professors to add depth to the body of literature on teaching diverse populations in adult and higher education.
The following questions guided this study:
• What motivates White educators to be culturally responsive?
• How do educators transform into culturally responsive teachers?
• How do educators practice culturally responsive teaching in the classroom?
• How do educators perceive the impact of culturally responsive teaching on their students?
• What are the challenges associated with culturally responsive teaching?
Conceptual framework and literature review
Both Ladson-Billings (2000) and Gay and Kirkland (2003) wrote culture both “constructs” and “constricts” the lens humans use to understand their world. Consequently, it is vital for educators to understand their identities and how they influence their understanding and beliefs about teaching students from diverse communities. McKenzie and Scheurich (2004) noted educators who do not recognize their constructed assumptions about race, class, and ethnicities will
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