Culturally Responsive Perceptions and Practices of Instructors at a Minority-Serving Institution

A Mixed Methods Study

  • Jeffrey M. Warren North Carolina Central University
  • Camille L. Goins University of North Carolina at Pembroke
  • Leslie A. Locklear University of North Carolina at Pembroke
  • Dana L. Unger University of North Carolina at Pembroke
  • Tiffany M. Locklear University of North Carolina at Pembroke
  • Gerald Neal University of North Carolina at Pembroke
  • Claudia Nickolson University of North Carolina at Pembroke
  • Gretchen G. Robinson University of North Carolina at Pembroke
Keywords: culturally responsive instruction, deficit ideology, instructors, higher education

Abstract

The purpose of this mixed-methods study was to examine the culturally responsive perceptions and practices of instructors at a public, minority-serving institution located in the southeast quadrant of the United States. Survey data were collected from 34 undergraduate and graduate faculty participants. Findings from a hierarchical regression analysis indicated that race or ethnicity and deficit ideology were predictive of instructor-student relationships and effectively communicating expectations. Additionally, a thematic analysis of participant responses suggested instructors believe students do not value higher education, and academic advisors should take on a more expansive role. Participants minimized the role they play in promoting student success. Based on these findings, the authors suggest that universities develop strategic plans to address inequitable policies and practices. Furthermore, instructors must challenge beliefs that are detrimental to culturally responsive instruction. A discussion of the findings and implications for culturally responsive instruction in higher education, particularly at minority serving institutions, are included.

Author Biographies

Camille L. Goins, University of North Carolina at Pembroke

Assistant Professor, School of Education

Leslie A. Locklear, University of North Carolina at Pembroke

FATE Project Coordinator, School of Education

Dana L. Unger, University of North Carolina at Pembroke

Assistant Professor, College of Health Sciences

Tiffany M. Locklear, University of North Carolina at Pembroke

Assistant Professor, School of Education

Gerald Neal, University of North Carolina at Pembroke

Assistant Professor, School of Education

Claudia Nickolson, University of North Carolina at Pembroke

Associate Professor, School of Education

Gretchen G. Robinson, University of North Carolina at Pembroke

Associate Professor, School of Education

Published
2020-12-15
Section
Articles