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Article
Publication date: 5 October 2023

Jeffrey Ben Matu and Angelica Perez-Johnston

The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting…

Abstract

Purpose

The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting sustainability, cultural diversity and the integration of various perspectives and worldviews rooted in identity and lived experience in sustainability education at Community College of Allegheny County (CCAC).

Design/methodology/approach

A case study approach using Geneva Gay’s (2002) CRP framework was used to investigate the role of CRP in sustainability education at CCAC. Thematic analysis was used to analyze the data collected from eight interviews and 67 survey respondents, who participated in a larger exploratory study focusing on education-related sustainable development goals objectives in technical and vocational education and trainings.

Findings

The findings indicate that implementing CRP in sustainability education fosters a culturally diverse learning environment, leading to enhanced cultural competence, critical thinking, global citizenship and academic achievement. Best practices and potential benefits of integrating diverse lived experiences and identities using CRP are also identified.

Research limitations/implications

The small sample size may limit the generalizability of the findings. To address this limitation, future studies could use larger and more diverse samples to confirm the findings of this study. Additionally, the study was conducted at a single institution, which may limit the transferability of the findings to other institutions. Future studies could replicate this study at different institutions to determine the generalizability of the findings. Another limitation is the reliance on self-reported data, which may be subject to social desirability bias. To address this limitation, future studies could use a mixed-methods approach that includes both qualitative and quantitative data sources.

Practical implications

This study highlights the need for community colleges to prioritize diverse faculty and staff recruitment, provide CRP and diversity training and establish partnerships with community organizations. By implementing these recommendations, institutions can enhance sustainability education, promote cultural competence and foster critical thinking among students, ultimately contributing to a more inclusive and equitable learning environment.

Social implications

The integration of diverse lived experiences and identities using CRP in sustainability education can lead to a more culturally diverse and socially inclusive society. By fostering cultural competence, global citizenship and critical thinking in students, community colleges can empower them to address global challenges and contribute to achieving a sustainable and equitable future for all.

Originality/value

This paper contributes to the understanding of the role of CRP in promoting sustainability and cultural diversity in CCAC and education. It highlights the significance of including diverse perspectives and worldviews rooted in identity and lived experience in sustainability education, offering practical recommendations for integrating CRP in educational institutions.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 16 May 2023

Megan Lee, Tyra Byers and Alyssa Powell

This study aims to examine factors that impact participation of diverse university students in an academic sustainability certificate and Office of Sustainability internships at…

Abstract

Purpose

This study aims to examine factors that impact participation of diverse university students in an academic sustainability certificate and Office of Sustainability internships at the University of Georgia, recognizing the need for diverse voices and perspectives in addressing sustainability challenges and the current lack of diverse representation in the field.

Design/methodology/approach

A convenience sample of 77 student organizations and 35 departments, schools and colleges associated with the university was identified. The questionnaire was created using the Qualtrics online survey platform and distributed via email to potential participants. A total of 234 completed responses were collected. Descriptive statistics were calculated to determine the demographic composition of the sample. One-way ANOVAs were performed to examine the relationship between respondent demographics and perceptions of sustainability and participation in campus sustainability programs. Post hoc tests were conducted using Fisher’s least significant difference procedure.

Findings

Significant relationships were observed between perceptions of sustainability and race and current gender. A significant relationship was observed between race and participation in campus sustainability programs. Overall, students from diverse backgrounds believe that sustainability efforts contribute to racial justice and equity. Additionally, students from diverse backgrounds do want to participate in campus sustainability programs; however, there may be barriers preventing their participation.

Originality/value

This study examines how students from diverse backgrounds perceive sustainability efforts, as well as their interest in participating in campus sustainability programs. The results of this study can be used to inform recruitment and program development strategies for sustainability programs at higher education institutions. At the time of publication, no study could be located that examines the current study outcomes.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 30 August 2019

Tricia Denise Delk

The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students.

Abstract

Purpose

The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students.

Design/methodology/approach

The research method used was a qualitative approach. The research design was a descriptive single embedded case study to interview pre-service teachers who were in their second semester in a teacher-credentialing program at a university on the west coast and pre-service teachers who were in their final semester in the same teacher-credentialing program. Pre-service teachers discussed their disappointment in the program for their lack of training in how to work with culturally diverse students.

Findings

The findings from the study will add to the body of knowledge specific to teacher-credentialing programs, curriculum developers and universal design for learning on K-12 education.

Research limitations/implications

As schools become more diverse, an important role of teacher-credentialing courses is to train future teachers with the knowledge to assist culturally diverse students. If teachers were multicultural teachers, they would be better prepared to instruct culturally diverse students and could acknowledge sociocultural resources and information that students bring to the classroom.

Originality/value

The study is essential because training teachers to instruct culturally diverse students is critical as student demographics become more diverse.

Book part
Publication date: 29 June 2023

Shahid Karim

Despite an enormous growth of the literature and research on inclusive education during the last two and a half decades, theory and practice on inclusive education are still…

Abstract

Despite an enormous growth of the literature and research on inclusive education during the last two and a half decades, theory and practice on inclusive education are still inconsistent across the education systems worldwide. It is defined, conceptualised and practised differently across diverse socioeconomic contexts and groups of scholars and practitioners. While some promote educating all students in a mainstream classroom setting irrespective of their abilities and physical, emotional and behavioural challenges, others emphasise improving the overall quality of education for all children from diverse backgrounds. Given that education is a multidimensional social enterprise, promoting a single perspective at the cost of others or merely emphasising the role of schools and teachers may hardly result in improved education outcomes and guarantee equal learning opportunities for all. This chapter will critically review the relevant theory and discuss the different approaches to inclusive education. Then it will discuss the potential challenges to inclusive education across the education systems. Finally, the chapter will offer an inclusive way forward for improving the quality of education for all children, irrespective of their backgrounds, in mainstream schools in multicultural contexts.

Details

Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (Vuca) World
Type: Book
ISBN: 978-1-80382-529-8

Keywords

Book part
Publication date: 26 November 2020

Carlos M. Cervantes and Langston Clark

Given their history of preparing African Americans, ethnic minorities, and first-generation college students for careers in education, the culture and traditions of Historically…

Abstract

Given their history of preparing African Americans, ethnic minorities, and first-generation college students for careers in education, the culture and traditions of Historically Black Colleges and Universities (HBCU) can provide insight into the preparation of diverse physical educators for the cultural, linguistic, and ethnic diversity in today’s American K-12 schools. As such, this chapter will present practical findings from an ethnographic study of a historically Black urban Physical Education Teacher Education (PETE) program with a large native Spanish-speaking population. Specifically, we focus on the concepts of cultural sustainment and code-switching as strategies used by teacher educators to promote bilingualism and biculturalism. To achieve this, we highlight the relationship among institutional, programmatic, and classroom cultures for the cultural ­sustainment and development of preservice physical educators. According to Paris (2012), culturally sustaining pedagogy seeks to perpetuate and foster linguistic, literate, and cultural pluralism as part of the democratic project of schooling. We conclude with strategies on how to successfully work with culturally diverse college students, promoting bilingual and biculturalism through cultural sustainment and code-switching.

Details

Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language
Type: Book
ISBN: 978-1-83982-128-8

Keywords

Article
Publication date: 9 November 2015

Nadia Caidi and Keren Dali

– This paper aims to examine the attractiveness of Library and Information Science (LIS) professions and programs to culturally and linguistically diverse individuals.

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Abstract

Purpose

This paper aims to examine the attractiveness of Library and Information Science (LIS) professions and programs to culturally and linguistically diverse individuals.

Design/methodology/approach

Between September and December 2014, current students and alumni from 57 North American LIS programs were surveyed regarding their learning experiences and perceptions of the state of diversity in LIS.

Findings

The findings point to deep, emotive reflections on diversity in LIS. Noting the general societal turn toward values-based, integral diversity, this paper proposes looking beyond the quantitative measures and paying attention to the volume of negative emotion surrounding the diversity debate in our field. Making both philosophical and practical arguments, a three-tiered approach is advocated, which can contribute to nurturing the climate of diversity: outreach and promotion; recruitment and retention; and interpersonal and intercultural dialog that will not only sustain diversity but also transform diverse environments into healthy and vibrant places with transparent communication channels.

Originality/value

This paper departs from the focus on increasing diversity and emphasizes sustaining diversity in both academia and workplaces. The improvement of interpersonal relationships, human understanding and interpersonal communication is seen as a way to systemic change.

Article
Publication date: 8 August 2016

Jiyoon Yoon, Kyoung Jin Kim and Leisa A. Martin

This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and…

Abstract

Purpose

This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students.

Design/methodology/approach

The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with international students on campus who were at the advanced level of English proficiency) and developing lessons.

Findings

The pre- and post-self-efficacy tests, the culturally inclusive lessons and the final essay reflection resulted in an increase in teacher candidates’ confidence in teaching science to culturally diverse students and improvement in their skills to create culturally inclusive lessons.

Originality/value

Through the model, the teacher candidates interracted with international students with various levels of English proficiency and developed lessons for culturally diverse students. The CIST model is a prospective teaching strategy for teachers to support CLD students’ achievement in science by providing meaningful science in the context of their personal lived experiences.

Book part
Publication date: 1 January 2005

Sylvia Hurtado

Higher education plays a key role in training leaders who are responsible for enacting a vision of a multi-racial democracy that is equitable, inclusive, and thrives on a healthy…

Abstract

Higher education plays a key role in training leaders who are responsible for enacting a vision of a multi-racial democracy that is equitable, inclusive, and thrives on a healthy exchange of perspectives. How are college students’ cognitive and social cognitive skills linked with their diversity experiences? While the college curriculum may provide the theory and concepts necessary for understanding a multi-racial and multi-ethnic society, students’ experience with others of diverse backgrounds (inside and outside the classroom) provides an opportunity to practice living in a pluralistic democracy among “equal status” peers. Building on previous social science research, evidence presented in the University of Michigan affirmative action cases, this chapter empirically examines the link between interactions with diverse peers and students’ cognitive skills using standardized instruments as well as survey measures in a classroom-based study. Findings indicate that students’ cognitive skills are associated with particular types of interactions with diverse peers and the desire to influence society. Students who had negative interactions with diverse peers also tend to score lower on the disposition to think critically. The implications of these findings suggest that one's capacity for complex thinking skills is linked with the capacity to interact with diverse people and commitment to the public good – all of which are critical to a working, pluralistic democracy.

Details

Higher Education in a Global Society: Achieving Diversity, Equity and Excellence
Type: Book
ISBN: 978-0-76231-182-8

Book part
Publication date: 3 September 2021

Jeanine Gregersen-Hermans

The students’ lived experiences of belongingness in higher education are analysed using an explanatory framework that has been developed from the findings of the Council of…

Abstract

The students’ lived experiences of belongingness in higher education are analysed using an explanatory framework that has been developed from the findings of the Council of Europe’s report on ‘Facets of Interculturality’ (Leclercq, 2003). In this report, interculturality is defined as a process and an outcome of intercultural interactions, aimed at equity and mutual respect. Applied to the higher education context, the framework addresses four core questions that uncover the inclusivity of a curriculum, here understood as the formal, informal and hidden curriculum, and its effect on the students’ experience of belongingness. These questions relate to the acknowledgement of a student’s cultural identity in the curriculum, equity of opportunity to engage in a diverse classroom, while considering a student’s own agency and need for proximity and distance. The student narratives of their lived experiences highlight the opportunities for intercultural dialogue and learning within a diverse classroom, and for interculturality as a student outcome or graduate attribute. For this to happen, however, the ethos of the institution needs to support students and educators to embrace and act with equity and respect on the diversity that they together represent.

Details

Teaching and Learning in Higher Education: The Context of Being, Interculturality and New Knowledge Systems
Type: Book
ISBN: 978-1-80043-007-5

Keywords

Article
Publication date: 5 June 2017

Lyle Hamm

The purpose of this paper is to examine the leadership role(s) of vice-principals in diverse, multi-ethnic schools and communities and understand the supervision and mentoring…

Abstract

Purpose

The purpose of this paper is to examine the leadership role(s) of vice-principals in diverse, multi-ethnic schools and communities and understand the supervision and mentoring support they require to help them become more effective leaders within them. The research questions guiding this study were: what forms of mentoring do vice-principals, who serve in diverse schools in rapidly changing communities, require? Who is in the best position to provide mentoring for them?

Design/methodology/approach

The author used a qualitative case study methodology. Data that were analyzed for this paper were drawn from surveys, semi-structured interviews, one focus group interview and school and community documents from three data sets within two case studies in Canada. The first data set was part of the author’s doctoral research program in a diverse school in Alberta; the other case study was part of a larger collective case study that the author is currently involved with and leading in New Brunswick. Several vice-principals were part of both studies. The author then constructed a survey questionnaire specifically focused on mentoring vice-principals in diverse schools. Vice-principals in both provinces, who were part of the two studies, were invited to respond to the follow-up survey. Using a constant comparative analytical approach, the author coded and analyzed the data from all three sets together. The author formed several categories and ultimately collapsed the categories into five distinct themes that illustrated and confirmed the social realities of the vice-principals in their schools and communities.

Findings

Five key findings emerged from the analysis of the data sets. They were building leadership capacity, fostering positive relationships, increasing global awareness, reducing stress and anxiety and becoming a diversity champion and peace-builder.

Originality/value

To this researcher’s knowledge, this paper contributes to a significant gap in the literature on vice-principals who serve in diverse schools and communities.

Details

International Journal of Mentoring and Coaching in Education, vol. 6 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

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