Culturally Responsive Teaching Knowledge and Practices of Online Faculty

Authors

  • Keri L. Heitner School of Advanced Studies University of Phoenix
  • Miranda Jennings Northcentral University

DOI:

https://doi.org/10.24059/olj.v20i4.1043

Keywords:

Cultural responsiveness, culturally responsive teaching, culturally responsive educational practices, online teaching

Abstract

Cultural differences between faculty and their students can create important challenges that affect the quality and efficacy of online teaching and learning. The objectives of this study were to: (a) create and pilot test an assessment for online faculty to measure culturally responsive teaching knowledge (CRT) and culturally responsive educational practices (CREP) in teaching and advising students of color, military students, LGBTQ students, religious minority students, and international students; (b) describe participants’ CRT knowledge, value, and CREP; and (c) examine differences between their knowledge and their practices. The combined pilot and main study sample was comprised of 47 completed surveys. Internal consistency reliability was high for all subscales (.895-.970); subscale intra-class correlation coefficients ranged from .526-.833. The pilot round revealed strong face and content validity. Campbell-Fiske multitrait-multimethod matrix generated evidence of construct validity. Within-group comparisons of subscale scores using Wilcoxon Signed-ranks test revealed some significant differences between perceived knowledge and practice. Mann Whitney U test did not reveal significant differences in subscale scores or overall score by sector, degree level taught, or gender. The results have important implications for faculty training, professional development, mentoring, and support. Faculty who teach online who understand and value culturally responsive pedagogy and have the knowledge and skills to implement best practices in meeting the needs of diverse learners will enhance both teaching and learning. Culturally responsive knowledges and practice are particularly important as online programs are becoming ubiquitous across traditional institutions of higher education and their core faculty are teaching an increasingly diverse student body.

Author Biographies

Keri L. Heitner, School of Advanced Studies University of Phoenix

Keri Heitner is a research psychologist and writer focusing on service delivery research and program development in education, training, health, mental health, and human services. Dr. Heitner designs and implements needs assessments and program and project evaluations and conducts research on diversity-related topics, ethical and gender issues, and business/entrepreneurship. She is a fellow in the Center for Educational and Instructional Technology Research at the University of Phoenix School of Advanced Studies.

Miranda Jennings, Northcentral University

Miranda Jennings, Ph.D. is a Professor and Dissertation Chair in the School of Education at Northcentral University. Her research interests include online education and educational technology. She is also interested in the creation of online surveys and technology self-efficacy.

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Published

2016-12-16

Issue

Vol. 20 No. 4 (2016)

Section

Special Conference Issue: AERA Online Teaching and Learning SIG

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