Exploring Faculty’s Perceptions of Culturally Responsive Practices and Social Justice Issues in Higher Education
Abstract
Understanding a student’s community and home life enables the professor to tailor the teaching method to support them best. Embracing the student’s cultural background provides a nurturing that makes the environment more conducive to learning and gives credence to their well-being and place in society. If there is no cultural responsiveness, it can be difficult for the professor to be effective in the classroom. The purpose of this qualitative study was to explore non-African American higher education faculty’s perceptions of strategies for culturally responsive practices and social justice issues in higher education. This qualitative study explored the faculty’s perceptions of culturally responsive practices and their understanding of social justice issues in higher education. This study was qualitative, utilizing the grounded theory approach. Grounded theory research is intended to move beyond mere description and delve deeper and generate or discover a theory (Creswell & Poth, 2018). Grounded theory is a qualitative research design in which the researcher generates a general explanation, or a theory of a process, an action, or an interaction shaped by the views of many participants (Creswell & Poth, 2018). This study utilized open-ended interview questions, one of the most common strategies of grounded theory data collection (Gay & Airasian, 2003). The semi-structured interviews were conducted with the faculty to learn their perceptions and opinions of culturally responsive practices and their understanding of social justice issues in higher education.
Subject Area
Educational leadership|Higher education
Recommended Citation
Conyers, Shawn, "Exploring Faculty’s Perceptions of Culturally Responsive Practices and Social Justice Issues in Higher Education" (2021). ETD Collection for Fayetteville State University. AAI28868857.
https://digitalcommons.uncfsu.edu/dissertations/AAI28868857