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• W3011420433 abstract "To address the U.S. labor shortage in the fields ofagriculture and STEM, higher education needs to recruit, retain, and preparemore underrepresented minority students into agricultural and STEM disciplines.Teachers play important roles in student learning, which can lead to studentacademic and professional success. With university classrooms becoming morediverse, faculty need to adopt inclusive teaching methods in order toaccommodate the needs and expectations of diverse students. Culturallyresponsive teaching embraces and integrates students’ culture into the teachingand learning process. As a result, culturally responsive teaching can offer amore engaging learning experience for all students; however, in the context ofhigher education, there is a lack of understanding and application ofculturally responsive teaching by faculty. This study examined students’perceptions of culturally responsive teaching practices in their first collegemathematics course through a developed and modified instrument for highereducation. Further, this study used a structural equation model to predict therelationships among students’ perceptions of culturally responsive teaching,sense of belonging and academic self-efficacy. Data were collected through theanonymous questionnaire administrated through Qualtrics. Participants of thisstudy were undergraduate students enrolled in the college of agriculture,college of science and college of liberal arts at a predominately whiteinstitution (PWI) and an Historically Black College and University (HBCU). Fiveconclusions were generated from the study. First, the scale developed tomeasure students’ perceptions of culturally responsive teaching in highereducation was a valid instrument. Second, college students observed and senseddifferent types of culturally responsive teaching differently. Third, students’perceptions of culturally responsive teaching predicted students’ academicself-efficacy and sense of belonging. Fourth, students who had a higher senseof belonging were more confident as college students. Finally, African Americanstudents at an HBCU had higher perceptions of culturally responsive teaching.Implications for practice were provided to help promote the application ofculturally responsive teaching in higher education. Recommendations for futureresearch were also discussed to inform future studies regarding culturallyresponsive teaching in university settings." @default.
• W3011420433 created "2020-03-23" @default.
• W3011420433 creator A5089374633 @default.
• W3011420433 date "2019-08-13" @default.
• W3011420433 modified "2023-09-24" @default.
• W3011420433 title "Undergraduate Students’ Perceptions of Culturally Responsive Teaching And Their Sense of Belonging And Academic Self-Efficacy In Higher Education" @default.
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• W3011420433 doi "https://doi.org/10.25394/pgs.9116885.v1" @default.
• W3011420433 hasPublicationYear "2019" @default.
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