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Students' Perceptions of Culturally Relevant Teaching Practices

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Title: Students' Perceptions of Culturally Relevant Teaching Practices
Language: English
Authors: Rebecca Evan (ORCID 0000-0003-3633-5665), Erica Berte (ORCID 0000-0003-1272-6661), Jun Li (ORCID 0000-0001-8729-0108), Donnamaria Culbreth
Source: Journal of Education for Business. 2025 100(1):57-65.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Culturally Relevant Education, Educational Practices, Undergraduate Students, Undergraduate Study, Business Education, Educational Environment, Sense of Belonging, College Faculty
DOI: 10.1080/08832323.2024.2449501
ISSN: 0883-2323
1940-3356
Abstract: This quantitative study measured 188 college-aged students' perceptions of Culturally Relevant Teaching Practices (CRTPs) in six undergraduate business courses. In measuring the key themes of Diversity Teaching Practices, Cultural Engagement, and Relationship Building we discovered that among all students reported, regardless of their racial identity, they expressed a positive learning environment and a sense of belonging in the courses that implemented the CRTPs. We recommend business faculty continue to implement these practices in order to provide the best possible learning environment for all students. Further research is needed to understand how instructors and universities can better support Black, Indigenous, and People of Color students in achieving their educational goals.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459222
Database: ERIC
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  Value: <anid>AN0182506427;jeb01jan.25;2025Jan30.04:07;v2.2.500</anid> <title id="AN0182506427-1">Students' perceptions of culturally relevant teaching practices </title> <p>This quantitative study measured 188 college-aged students' perceptions of Culturally Relevant Teaching Practices (CRTPs) in six undergraduate business courses. In measuring the key themes of Diversity Teaching Practices, Cultural Engagement, and Relationship Building we discovered that among all students reported, regardless of their racial identity, they expressed a positive learning environment and a sense of belonging in the courses that implemented the CRTPs. We recommend business faculty continue to implement these practices in order to provide the best possible learning environment for all students. Further research is needed to understand how instructors and universities can better support Black, Indigenous, and People of Color students in achieving their educational goals.</p> <p>Keywords: Culturally Relevant teaching practices (CRTPs); higher education; business education</p> <hd id="AN0182506427-2">Introduction: Students' perceptions of culturally relevant teaching practices</hd> <p>During the industrial revolution, business schools were founded in large numbers with the intent of educating the workforce, specifically the future operations managers and supervisors of organizations (Khurana, [<reflink idref="bib34" id="ref1">34</reflink>]). In recent years, researchers and academics have expressed and challenged the primary utility and training goal of business students (Starkey & Tempest, [<reflink idref="bib48" id="ref2">48</reflink>]) and look toward different goals of transforming students into critical thinkers (Koris & Aav, [<reflink idref="bib35" id="ref3">35</reflink>]), challenging the status quo by focusing on social justice issues within organizations (Fotaki & Prasad, [<reflink idref="bib24" id="ref4">24</reflink>]), and being more socially conscious of the impacts of business (Koris et al., [<reflink idref="bib36" id="ref5">36</reflink>]). It is in this context that business faculty must adapt their classroom environment to support their diverse student body in achieving academic success to meet these transformation goals. One way for instructors to bridge this gap with students, and the demands of organizations, is to implement Culturally Relevant Teaching Practices (CRTPs) within higher education business courses preparing students to become the leaders of the future. It becomes increasingly important to investigate university-level business classes to better understand if adapting to the desire to create more ethically, critically minded, and socially conscious students will meet the need to provide an education in a manner that both students and organizations of today are demanding. CRTP helps improve student outcomes due to elevating student voices and creating a sense of belonging by connecting their culture and background to the learning environment (Dickson et al., [<reflink idref="bib19" id="ref6">19</reflink>]). The current study implemented CRTPs in business education courses and analyzed students' perceptions of such practices and the impact on their learning experience and sense of belonging.</p> <p>This research contributes to the praxis of both CRTP and management education by presenting the transformative behaviors faculty can implement to positively impact the learning environment for all students. In this study, we surveyed students' perceptions of CRTP strategies implemented by faculty in multiple business courses at a Midwestern University. We intentionally sought feedback from students who are enrolled in a University with a BIPOC (Black, Indigenous, and People of Color) population of greater than 50% because they have been historically underrepresented in the higher education classrooms at predominately white institutions (PWI). The term and positionality of BIPOC students is intended to reflect the historically underrepresented position of these students in higher education in the United States (Valencia-Garcia & Coles-Ritchie, [<reflink idref="bib49" id="ref7">49</reflink>]).</p> <hd id="AN0182506427-3">CRTP and higher education</hd> <p>Culturally Relevant Teaching Practices (CRTPs) can be traced to the seminal work of Ladson-Billings ([<reflink idref="bib37" id="ref8">37</reflink>]) whose research focused on African American school-aged children's experience in the public education environment in the United States. CRTP commonly encompasses five basic tenets of classroom instruction student focus areas: identity and achievement, equity, developmental appropriateness, teaching the "whole student," and student-teacher relationships (Brown-Jeffy & Cooper, [<reflink idref="bib6" id="ref9">6</reflink>]). The goal of CRTP is to improve academic outcomes while improving ethnic and racial identity development of each student (Byrd, [<reflink idref="bib7" id="ref10">7</reflink>]). CRTP's primary purpose is to identify, nurture, and support the achievement of all students, thus the purpose of this research is to measure CRTPs and the impact on all students in the classroom to determine if the interventions implemented were successful.</p> <p>As a result of this work, and the decades of research that has followed, there are well documented benefits to CRTPs in K-12 Public Education institutions: academic achievement (Cabrera et al., [<reflink idref="bib8" id="ref11">8</reflink>]), higher engagement (Gay, [<reflink idref="bib26" id="ref12">26</reflink>]), student and faculty increased understanding of social justice (Aronson & Laughter, [<reflink idref="bib1" id="ref13">1</reflink>]), increased student interest in course content (Choi, [<reflink idref="bib11" id="ref14">11</reflink>]), student empowerment (Byrd, [<reflink idref="bib7" id="ref15">7</reflink>]), and improved student self-efficacy (Christian, [<reflink idref="bib12" id="ref16">12</reflink>]). In the last couple of decades research has started to move outside of K-12 public schools into the experience of students in a higher education setting. College-aged learners are more aware of their learning patterns, demonstrate more self-regulation, and face different pressures with career obtainment (Song & Vermunt, [<reflink idref="bib47" id="ref17">47</reflink>]). The literature remains sparse on understanding how CRTP enhances college-age students' classroom experiences and what if any CRTPs are beneficial to them.</p> <hd id="AN0182506427-4">Culturally relevant pedagogy</hd> <p>The theory of Culturally Relevant Pedagogy (CRP) posits that there are three main components: academic success of students, the development or maintenance of students' cultural competency, and developing students' consciousness to challenge the status quo (Ladson-Billings, [<reflink idref="bib38" id="ref18">38</reflink>], p. 160). Ladson-Billings ([<reflink idref="bib39" id="ref19">39</reflink>]) connects the theories of CRP to Bell's Critical Race Theory (Bell, [<reflink idref="bib3" id="ref20">3</reflink>]) which theorizes the negative impacts of systemic racism specifically with individuals and communities of color. Gay ([<reflink idref="bib27" id="ref21">27</reflink>]), whose research further defines CRP, which is a building block of CRTP, as "using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively" (p. 106). Therefore, CRTP includes a classroom and teaching environment that encompasses values, traditions, language, communication, learning styles, and relationship norms (Gay, [<reflink idref="bib27" id="ref22">27</reflink>]). To ensure this research is connected to the theory of CRP, we focused on the three key themes that connect CRP (theory) to CRTP (practice): diverse teaching practices, cultural engagement, and relationship building.</p> <hd id="AN0182506427-5">Diverse teaching practices, cultural engagement, and relationship building</hd> <p>Diverse teaching practices in CRTP connected to CRPs focus on academic success analyzing the individual impact and methods deployed in the classroom environment to meet each student's individual learning needs (Patfield et al., [<reflink idref="bib43" id="ref23">43</reflink>]). Diverse teaching practices are defined as the intentional methods an instructor deploys to ensure that all students learn and thrive in the learning environment (Dickson et al., [<reflink idref="bib19" id="ref24">19</reflink>]). A vital step for an instructor to develop these intentional classroom practices is to focus inward about their own beliefs, values, and practices to understand how they influence the classroom experience for students (Civitillo et al., [<reflink idref="bib13" id="ref25">13</reflink>]; Darling-Hammond, [<reflink idref="bib16" id="ref26">16</reflink>]). This reflective approach includes both trying diverse teaching practices in a classroom environment and carving out time for self-reflection of the impact of these teaching practices on students, both individually and collectively.</p> <p>Ladson-Billings ([<reflink idref="bib38" id="ref27">38</reflink>]) used the term cultural competency for CRP, and this is the term that literature in the last decade focused on CRTP utilizes most often as a core practice toward delivering inclusion instructions (Huang, [<reflink idref="bib32" id="ref28">32</reflink>]). The importance of cultural competency, including reflections and learning about diverse cultures has been researched to demonstrate the emotional safety impact in the classroom (Purnell et al., [<reflink idref="bib44" id="ref29">44</reflink>]). We propose that this is equally important in a higher education classroom since college-aged students will attend the classroom with their own lens, experiences, and desires that instructors can integrate into the learning environment. A key element of CRTP is designing assignments, lectures, and content delivery that allows students to apply their previous experiences to current learning to bridge the in- and out-school experiences.</p> <p>The third theme Ladson-Billings ([<reflink idref="bib38" id="ref30">38</reflink>]) proposed as a key component of CRP is a student's ability to challenge the status quo, which requires a high level of trust. Thus, we connected this theme to relationship building for CRTP. Relationship building is defined as a process in which individuals connect with others in a nurturing way (Breakcold, [<reflink idref="bib5" id="ref31">5</reflink>]). Relationship building with a classroom instructor allows for power to be distributed to students and research indicates the more equal the power relationship, the increased amount of trust in the relationship (Du Plessis et al., [<reflink idref="bib20" id="ref32">20</reflink>]). The relationship between instructor and student is critical for student achievement and has been shown to become more important the older a student is (Roorda et al., [<reflink idref="bib45" id="ref33">45</reflink>]). In addition, relationships with peers, both in one-on-one dialogues, and in group settings indicate a sense of belonging in the classroom imperative to learning (Masika & Jones, [<reflink idref="bib41" id="ref34">41</reflink>]).</p> <hd id="AN0182506427-6">Causality to positive learning environment and sense of belonging</hd> <p>The three variables, diverse teaching practices, cultural engagement, and relationship building were examined in their causality to sense of belonging and positive learning environment. Belonging is the degree to which students feel connected to other students and the instructor within the classroom environment, and this is built upon the trust the student feels in those relationships (Faircloth, [<reflink idref="bib23" id="ref35">23</reflink>]). A positive learning environment which is defined as a space of learning that includes personal development, relationships, and a constructive institutional setting (Rusticus et al., [<reflink idref="bib46" id="ref36">46</reflink>]).</p> <p>The literature posits that relationship building is the basis for collaboration with peers, meaningful interactions with instructors, and delivery of high-quality assignments that incorporates student experiences (Ing & Victorino, [<reflink idref="bib33" id="ref37">33</reflink>]) by increasing the sense of belonging and positive learning environment for each student. We sought to test this connection in the research study by first implementing intentional teaching techniques then measuring students' responses to the impact on positive learning environment and sense of belonging. This research intends to empirically investigate the applicability and relatedness of CRTP in the context of college business education, specifically analyzing the connection between diverse teaching practices, cultural engagement, and relationship building to positive learning environment and sense of belonging. The next section will discuss the methodology and analysis used to determine the causality and recommendations based on our findings.</p> <hd id="AN0182506427-7">Methodology</hd> <p>To test the causality of diverse teaching practices, cultural engagement, and relationship building to positive learning environment and sense of belonging, we conducted a quasi-experiment quantitative (QEQ) study to survey our students' perceptions of the implementation of these practices over two semesters in different business courses. A QEQ differs from a standard quantitative study in that the rigor of the quantitative survey is present, but the control group is not present, or a randomization selection is not feasible (DeCarlo et al., [<reflink idref="bib18" id="ref38">18</reflink>]; Harris et al., [<reflink idref="bib30" id="ref39">30</reflink>]). A QEQ methodology is common in educational classroom research due to the inability to assign random selection to participants and especially when the content of the courses being included in the study differs (Aussems et al., [<reflink idref="bib2" id="ref40">2</reflink>]). In our research, all students enrolled in participating business courses were eligible to be surveyed thus removing the ability to randomize on the survey process. We followed appropriate time order processes in the QEQ such as updating course assignments and delivery methods to align with CRTPs (Appendix A) before asking students their perceptions about those interventions (Appendix B).</p> <p>The survey was conducted using Qualtrics and comprised of 31 questions on a Likert scale (Appendix B). The questions were categorized into five areas: diverse teaching practices (Huang, [<reflink idref="bib32" id="ref41">32</reflink>]), cultural engagement (Huang, [<reflink idref="bib32" id="ref42">32</reflink>]), relationship building (Huang, [<reflink idref="bib32" id="ref43">32</reflink>]), positive learning environment (Ing & Victorino, [<reflink idref="bib33" id="ref44">33</reflink>]), and sense of belonging (Faircloth, [<reflink idref="bib23" id="ref45">23</reflink>]). After receiving Institutional Review Board approval, the validated anonymous survey was conducted at the end of Spring and Summer 2022 semesters. Three different instructors from the same business department, in two different 300 level management courses, for a total of six sections (five online and one hybrid) gathered survey data. The survey request was initially sent via email, and a follow-up announcement was posted on the online learning class platform with a link to the survey. The study population was 235 students, and we received a total of 188 (80%) valid responses.</p> <p>Additionally, we asked three open-ended questions to students to better understand if the practices being employed were transparent and how they would define their sense of belonging in the classroom. The three questions were: 1. Will you provide an example of a time when you saw your own culture represented in class?; 2. Will you provide an example of a time when you felt like you belonged in class?; and 3. What are the three most important culturally relevant teaching techniques your professor utilized? Due to the QEQ nature, we analyzed these results to better determine if our findings had any spurious relationships to other variables to minimize this risk in QEQ methodologies.</p> <hd id="AN0182506427-8">Analysis</hd> <p>The survey results indicated diversity amongst race, gender, and age. Of the respondents (n = 188), 100 identify as Students of Color (53%), 103 are female-identified (55%) with 6 (3.2%) preferring not to say, and majority ages between 18-44 (92%). We performed Exploratory Factor Analysis (EFA) in SPSS to check if the three factors, DT (Diverse Teaching Practices), CE (Cultural Engagement), and RB (Relationship Building) were present in our empirical setting. A number of items related to DT and CE load on more than one factor, suggesting the presence of crossloading. Crossloading occurs when more than one factor loads higher than the threshold presented (Costello & Osborne, [<reflink idref="bib15" id="ref46">15</reflink>]). The impact of crossloading is that the distinctiveness of factors is unclear which complicate or could indicate that there is a combination of variables that influence these factors versus the distinctive features we proposed initially in our analysis of these factors. Based on this, we dropped these cross-loading items and redid EFA. Table 1 reports the results of the EFA and only factor loadings above 0.4 were displayed to indicate stable variables (Guadagnoli & Velicer, [<reflink idref="bib28" id="ref47">28</reflink>]). As Table 1 shows, the remaining items loaded on one factor with loadings higher than 0.7 (Item 1,2 for DT, Item 1,4, 5, 6 for CE, and Item 1, 2,3,4,5,7,8 for RB), thus proving the relevance of three factors to our study (Hair et al., [<reflink idref="bib29" id="ref48">29</reflink>]).</p> <p>Table 1. Factor loadings of the DT, CE and RB items (EFA).</p> <p> <ephtml> <table><thead><tr><td /><td>Component</td></tr><tr><td char=".">1</td><td char=".">2</td><td char=".">3</td></tr></thead><tbody valign="top"><tr><td>DT1</td><td /><td /><td char=".">.847</td></tr><tr><td>DT2</td><td /><td /><td char=".">.766</td></tr><tr><td>CE1</td><td /><td char=".">.700</td><td /></tr><tr><td>CE4</td><td /><td char=".">.869</td><td /></tr><tr><td>CE5</td><td /><td char=".">.763</td><td /></tr><tr><td>CE6</td><td /><td char=".">.830</td><td /></tr><tr><td>RB1</td><td char=".">.773</td><td /><td /></tr><tr><td>RB2</td><td char=".">.830</td><td /><td /></tr><tr><td>RB3</td><td char=".">.803</td><td /><td /></tr><tr><td>RB4</td><td char=".">.790</td><td /><td /></tr><tr><td>RB5</td><td char=".">.798</td><td /><td /></tr><tr><td>RB7</td><td char=".">.862</td><td /><td /></tr><tr><td>RB8</td><td char=".">.768</td><td /><td /></tr></tbody></table> </ephtml> </p> <p>1 Factor loadings lower than 0.4 are not shown here.</p> <p>2 <emph>Source:</emph> Primary Data</p> <p>To further test the impact of CRTP, we ran two sets of regressions to determine whether students' perceptions of the three factors had positive effects on their learning. We created two dependent variables, Positive Learning Experience (PLE) and Sense of Belonging (SB), with the average of their respective items. We used factor scores generated in EFA of Table 1 for DT, CE, and RB as the independent variables. We also included control variables: Female (dummy variable), Prefer not to say (regarding gender identity) (dummy variable), Non-White (dummy variable), Age (continuous variable 1 = 18-24 years old, 2 = 25-34 years old, 3 = 35-44 years old, 4 = 45-54 years old, 5 = 55-64 years old), and whether the respondent was from an entry level management course included in the survey (dummy variable).</p> <p>For the two sets of regressions, Model 1 has only control variables. Models 2, 3, and 4 add the three factors, Diverse Teaching Practices (DT), Cultural Engagement (CE), and Relationship Building (RB), to Model 1 respectively. Model 5 is saturated with all control and independent variables.</p> <p>According to Table 2, each of the three factors has a positive effect (Model 5: b = 0.61 for RB, 0.38 for CE, and 0.30 for DT) on a student's Positive Learning Experience at the 0.001 level and produces a significant R squared change individually (0.43 for RB in Model 2, 0.11 for CE in Model 3, and 0.08 for DT in Model 4). Added together, the three factors account for more than 64 percent of the R squared in Model 5, which demonstrates the primary role of CRTP in creating Positive Learning Experience for the students.</p> <p>Table 2. The effects of students' perceptions of CRTP on positive learning experience.</p> <p> <ephtml> <table><thead><tr><td>Variables</td><td>Model 1</td><td>Model 2</td><td>Model 3</td><td>Model 4</td><td>Model 5</td></tr></thead><tbody valign="top"><tr><td>Intercept</td><td char=".">4.40<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">4.48<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">4.19<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">4.47<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">4.34<xref ref-type="table-fn" rid="tfn3">***</xref></td></tr><tr><td>Female</td><td char=".">0.26<xref ref-type="table-fn" rid="tfn3">*</xref></td><td char=".">0.16<sup>+</sup></td><td char=".">0.28<xref ref-type="table-fn" rid="tfn3">*</xref></td><td char=".">0.18</td><td char=".">0.10</td></tr><tr><td>Not-Say</td><td char=".">−1.17<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">−0.71<xref ref-type="table-fn" rid="tfn3">**</xref></td><td char=".">−0.78<xref ref-type="table-fn" rid="tfn3">*</xref></td><td char=".">−1.07<xref ref-type="table-fn" rid="tfn3">**</xref></td><td char=".">−0.18</td></tr><tr><td>Nonwhite</td><td char=".">0.09</td><td char=".">0.04</td><td char=".">0.10</td><td char=".">0.09</td><td char=".">0.04</td></tr><tr><td>Course: Intro to MGMT</td><td char=".">−0.54<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">−0.58<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">−0.18</td><td char=".">−0.48<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">−0.14<sup>+</sup></td></tr><tr><td>Age</td><td char=".">−0.06</td><td char=".">−0.06</td><td char=".">−0.03</td><td char=".">−0.09</td><td char=".">−0.06<sup>+</sup></td></tr><tr><td>Relationship Building</td><td /><td char=".">0.60<xref ref-type="table-fn" rid="tfn3">***</xref></td><td /><td /><td char=".">0.61<xref ref-type="table-fn" rid="tfn3">***</xref></td></tr><tr><td>Cultural Engagement</td><td /><td /><td char=".">0.35<xref ref-type="table-fn" rid="tfn3">***</xref></td><td /><td char=".">0.38<xref ref-type="table-fn" rid="tfn3">***</xref></td></tr><tr><td>Diverse Teaching Practices</td><td /><td /><td /><td char=".">0.26<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">0.30<xref ref-type="table-fn" rid="tfn3">***</xref></td></tr><tr><td>R squared</td><td char=".">0.16</td><td char=".">0.58</td><td char=".">0.27</td><td char=".">0.24</td><td char=".">0.80</td></tr><tr><td>Overall F test</td><td char=".">6.75<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">42.20<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">11.10<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">9.28<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">88.52<xref ref-type="table-fn" rid="tfn3">***</xref></td></tr><tr><td>R squared change</td><td /><td char=".">0.43</td><td char=".">0.11</td><td char=".">0.08</td><td char=".">0.64</td></tr><tr><td>F test (vs. model 1)</td><td /><td char=".">185.25<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">27.86<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">18.63<xref ref-type="table-fn" rid="tfn3">***</xref></td><td char=".">189.77<xref ref-type="table-fn" rid="tfn3">***</xref></td></tr></tbody></table> </ephtml> </p> <ulist> <item>3 + <emph>p</emph> <.10; * <emph>p</emph> <.05; ** <emph>p</emph> <.01; *** <emph>p</emph> <.001</item> <item>4 <emph>Source:</emph> Primary Data</item> </ulist> <p>Table 3 reports highly similar findings in terms of the effects of students' perceptions of the three factors on their sense of belonging (SB). Each factor has a positive and statistically significant (p < 0.001) coefficient (Model 5: b = 0.61 for RB, 0.26 for CE, and 0.30 for DT), in addition to a significant individual R squared change (0.52 for RB in Model 2, 0.06 for CE in Model 3, and 0.10 for DT in Model 4). The finding that the three factors jointly account for 71 percent of the R squared (in Model 5) points to the importance and indispensability of CRTP in developing a sense of belonging among the students.</p> <p>Table 3. The effects of students' perceptions of CRTP on sense of belonging.</p> <p> <ephtml> <table><thead><tr><td>Variables</td><td>Model 1</td><td>Model 2</td><td>Model 3</td><td>Model 4</td><td>Model 5</td></tr></thead><tbody valign="top"><tr><td>Intercept</td><td char=".">4.47<xref ref-type="table-fn" rid="tfn5">***</xref></td><td char=".">4.55<xref ref-type="table-fn" rid="tfn5">***</xref></td><td char=".">4.34<xref ref-type="table-fn" rid="tfn5">***</xref></td><td char=".">4.55<xref ref-type="table-fn" rid="tfn5">***</xref></td><td char=".">4.48<xref ref-type="table-fn" rid="tfn5">***</xref></td></tr><tr><td>Female</td><td char=".">0.12</td><td char=".">0.03</td><td char=".">0.14</td><td char=".">0.04</td><td char=".">−0.05</td></tr><tr><td>Not-Say</td><td char=".">−1.05<xref ref-type="table-fn" rid="tfn5">**</xref></td><td char=".">−0.60<xref ref-type="table-fn" rid="tfn5">**</xref></td><td char=".">−0.79<xref ref-type="table-fn" rid="tfn5">*</xref></td><td char=".">−0.95<xref ref-type="table-fn" rid="tfn5">**</xref></td><td char=".">−0.19</td></tr><tr><td>Nonwhite</td><td char=".">−0.01</td><td char=".">−0.06</td><td char=".">−0.01</td><td char=".">−0.01</td><td char=".">−0.06</td></tr><tr><td>Course: Intro to MGMT</td><td char=".">−0.18</td><td char=".">−0.22<xref ref-type="table-fn" rid="tfn5">**</xref></td><td char=".">0.06</td><td char=".">−0.12</td><td char=".">0.11</td></tr><tr><td>Age</td><td char=".">0.03</td><td char=".">0.03</td><td char=".">0.05</td><td char=".">0.00</td><td char=".">0.02</td></tr><tr><td>Relationship Building</td><td /><td char=".">0.60<xref ref-type="table-fn" rid="tfn5">***</xref></td><td /><td /><td char=".">0.61<xref ref-type="table-fn" rid="tfn5">***</xref></td></tr><tr><td>Cultural Engagement</td><td /><td /><td char=".">0.24<xref ref-type="table-fn" rid="tfn5">***</xref></td><td /><td char=".">0.26<xref ref-type="table-fn" rid="tfn5">***</xref></td></tr><tr><td>Diverse Teaching Practices</td><td /><td /><td /><td char=".">0.27<xref ref-type="table-fn" rid="tfn5">***</xref></td><td char=".">0.30<xref ref-type="table-fn" rid="tfn5">***</xref></td></tr><tr><td>R squared</td><td char=".">0.07</td><td char=".">0.60</td><td char=".">0.13</td><td char=".">0.17</td><td char=".">0.78</td></tr><tr><td>Overall F test</td><td char=".">2.86<xref ref-type="table-fn" rid="tfn5">*</xref></td><td char=".">44.73<xref ref-type="table-fn" rid="tfn5">***</xref></td><td char=".">4.67<xref ref-type="table-fn" rid="tfn5">***</xref></td><td char=".">6.32<xref ref-type="table-fn" rid="tfn5">***</xref></td><td char=".">80.26<xref ref-type="table-fn" rid="tfn5">***</xref></td></tr><tr><td>R squared change</td><td /><td char=".">0.52</td><td char=".">0.06</td><td char=".">0.10</td><td char=".">0.71</td></tr><tr><td>F test (vs. model 1)</td><td /><td char=".">235.60<xref ref-type="table-fn" rid="tfn5">***</xref></td><td char=".">12.76<xref ref-type="table-fn" rid="tfn5">***</xref></td><td char=".">21.97<xref ref-type="table-fn" rid="tfn5">***</xref></td><td char=".">194.06<xref ref-type="table-fn" rid="tfn5">***</xref></td></tr></tbody></table> </ephtml> </p> <ulist> <item>5 + <emph>p</emph> <.10; * <emph>p</emph> <.05; ** <emph>p</emph> <.01; *** <emph>p</emph> <.001</item> <item>6 <emph>Source:</emph> Primary Data</item> </ulist> <p>The biggest observation from the quantitative data analysis is students overwhelmingly responded positively to how CRTP was delivered in the learning environment, including the three key dimensions measured Diverse Teaching Practices, Cultural Engagement, and Relationship Building. This supports the research that implementing CRTP teaching strategies do matter to students and that they notice when these interventions are present, the diverse teaching practices and cultural engagement create a positive impact on the learning environment, and, in turn, leads to a more effective learning environment.</p> <p>The open-ended qualitative questions provided insight into the findings of the survey questions including specific activities, examples, and experiences the students identified from the intentional CRTP integrated into courses (Table 4). The qualitative research further illustrates that students observed the following CRTP as being meaningful in their learning by identifying specific learning activities that were effective: group assignments, diverse experiences in individuals and organizations, timely feedback on assignments, first week introductions, visual imagery of diverse cultural identities, and case studies with relatable companies which they indicated the many ways these techniques led to their feeling of belonging (Table 4). In determining which assignments or activities to update at the onset of the intentional implementation of CRTP (Table 4), the researchers sought those activities that involved DT, CE, and RB. For example, group assignments are tied directly to relationship building with the professor and students (Xie et al., [<reflink idref="bib51" id="ref49">51</reflink>]). The case study was intentionally designed to reflect local, diverse cultures (Michel et al., [<reflink idref="bib42" id="ref50">42</reflink>]; Wingfield & Black, [<reflink idref="bib50" id="ref51">50</reflink>]). The students' feedback identified not only that a member of the case study was Hmong, but that they authentically represented the Hmong culture by engaging in activities that were of particular interest to the local Hmong community (Table 4). This positively supported the instructors' knowledge of authentically understanding the culture and identity of students in the area and classroom and designing assignments with students in mind.</p> <p>Table 4. Student qualitative feedback to the teaching methods and impact on classroom belonging.</p> <p> <ephtml> <table><thead><tr><td>What are the three most culturally relevant teaching techniques your professor utilized?</td><td>Will you provide an example of a time you felt you belonged in class? Or a time when you saw your own culture represented?</td></tr></thead><tbody valign="top"><tr><td>Group Assignments (127 respondents)</td><td><list list-type="Bullet"><list-item><p>When participating in group project where each of the group's member was committed to the success of the project and showed strong motivation to complete the project and submit high-quality work... We were open, honest, and constructive with one another and that process led to success. That made me feel like I belonged to a culture of academia and professionalism.</p></list-item><list-item><p>When forming the groups, we were tasked with our own formation and that made me feel like my work was noticed/appreciated.</p></list-item></list></td></tr><tr><td>Examples from Diverse Organizations and Experiences (116 respondents)</td><td><list list-type="Bullet"><list-item><p>The focus on anti-black racism and how it affects us</p></list-item><list-item><p>When we discussed African American Racism, White Privilege, and Native racism. These are all of my cultures, I particularly enjoyed listening to the point of view of "white" people's fight against racism within their own culture. My grandfather was a white man that was against black people. Having bi-racial children, we all delt with seeing her fight against her own family and other racist people.</p></list-item></list></td></tr><tr><td>Timely Feedback on Assignments (103 respondents)</td><td><list list-type="Bullet"><list-item><p>I was struggling with my assignments, and I reached out and got a response within the next day on how I can improve... Courses like this feel very independent but with the help and response of a professor it makes it much more easier.</p></list-item><list-item><p>When the instructor took the time to email me directly regarding an assignment I had missed. I appreciated the attention she had shown me. Despite my busy schedule, and hers, she recognized my desire to excel in the class.</p></list-item></list></td></tr><tr><td>First week introduction of professor and students (94 respondents)</td><td><list list-type="Bullet"><list-item><p>After introducing myself, the professor took the time to respond to everyone individually which was very kind. I also felt valued and understood by the feedback for my personal reflection paper.</p></list-item><list-item><p>I felt belonged right at the beginning with the introduction discussion.</p></list-item><list-item><p>In one of the discussions, we spoke about my experience growing up in an alcoholic household and how that impacted my opportunities growing up. I felt completely supported and Professor was incredibly encouraging.</p></list-item></list></td></tr><tr><td>Pictures, and videos, that reflect a diverse cultural identity (85 respondents)</td><td><list list-type="Bullet"><list-item><p>In the descriptions and names used in the quiz questions.</p></list-item><list-item><p>In our group projects, I can see that a Hmong person is being represented in there. It also shows him doing some stuff my grandparents did and were passionate about.</p></list-item></list></td></tr><tr><td>Case studies that represented companies you relate to (68 respondents)</td><td><list list-type="Bullet"><list-item><p>The WOC who were hosts for the lunch and learn extra credit assignment. Every chapter of our textbook had an example of women in business. The chapter that covered the pay scales of women vs men was incredibly interesting.</p></list-item><list-item><p>As a white [person], my "culture" is always represented. I do like that the...assignment main characters are all WOMEN!</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>7 Source: Primary Data.</p> <hd id="AN0182506427-9">Discussion, limitations, and future research</hd> <p>Both the quantitative and qualitative analysis findings indicated that the implementation of Culturally Relevant Pedagogy through Culturally Relevant Teaching Practices (diverse teaching practices, cultural engagement, and relationship building) positively influenced student's perceptions of their academic success. These practices focus on academic success, cultural competence, and raising students' consciousness of challenging the status quo (Ladson-Billings, [<reflink idref="bib38" id="ref52">38</reflink>]). This result is supported by Byrd ([<reflink idref="bib7" id="ref53">7</reflink>]), Dickson et al. ([<reflink idref="bib19" id="ref54">19</reflink>]), who affirm that the main goal of CRTP is to improve academic outcomes. The diverse teaching practices that faculty applied in their courses during this research project focused on meeting each student's individual learning needs, as recommended by Patfield et al. ([<reflink idref="bib43" id="ref55">43</reflink>]). In addition, cultural engagement and relationship building practices were implemented in the classroom. Faircloth ([<reflink idref="bib23" id="ref56">23</reflink>]) and Masika & Jones ([<reflink idref="bib41" id="ref57">41</reflink>]) highlighted the importance of these practices in enhancing student learning which supported our findings. For these reasons, we recommend business faculty to continue to implement CRTP in their courses, not just to impact the students' academic achievement, but also to impact organizations once a diverse workforce can contribute to better organizations decision-making.</p> <p>The finding our research team found most compelling across all measurements (Tables 2 and 3) is that there is no significance based on how an individual identified their race amongst the measured variables. However, positive and significant effects were found for those who identified as female when diverse teaching methods and culturally engagement methods were deployed in the classroom. This confirms the previous findings in the literature that adopting practices to the students' identities has a direct connection to their academic success (Gay, [<reflink idref="bib27" id="ref58">27</reflink>]). The data analysis confirms that, whether due to the learning context or the implementation of CRTP, students of color had similar course experiences to their white student counterparts regarding a positive learning environment and a sense of belonging. Future research is recommended to better understand if the variables proposed were spurious or non-spurious. Being able to provide clear direction to faculty to improve their learning environments will be beneficial. Furthermore, future research can explore the impact of gender in the classroom. In both cases of gender and race, identities of female and students of color were the majority of the participants in this survey.</p> <p>The key limitation to this research study is the generalizability due to the nature of the QEQ research process. For future iterations to replicate and validate this research is to try to have a control group and random placement of students before an intervention. Also, factor analysis showed that many items from our sample co-load on two factors, pointing to the need for rigorous effort to develop a more robust and valid survey instrument for higher education classrooms, especially those to implement at the mid or end of the semester evaluations that are routine in many college classrooms.</p> <p>In relation to the intentional teaching practices of the course, the identity of the instructors could have had an impact on the experience of the students (Egalite & Kisida, [<reflink idref="bib21" id="ref59">21</reflink>]). All four instructors involved in this research identified themselves as cisgender (three females and one male) with intersectional identities; two of the three are female faculty of color; two identify as immigrants; and one identifies as a lesbian. We did not explore how these identities could have impacted the students' perceptions of the lived experiences of their faculty as a reflection of their own experiences. Nor did we explore how this lived experience of the faculty impacted their desire and effectiveness of delivering CRTP in their classrooms. This can be a beneficial future research topic to better understand the intersection of the visible and invisible identities of instructors and the intentional delivery of CRTP.</p> <hd id="AN0182506427-10">Recommendations and conclusions</hd> <p>These findings are important, especially in the context of management education, which is historically identified as maintaining the status quo and needs to be reimagined to not only address our current students but the issues that our modern society is facing (Hoffman, [<reflink idref="bib31" id="ref60">31</reflink>]). The first recommendation based on this research is for business schools to revisit their culturally responsive teaching practices to increase classroom engagement, college success, and enhance skills such as collaboration and belonging for students.</p> <p>This research supported the previous findings (Huang, [<reflink idref="bib32" id="ref61">32</reflink>]) of the value of the student's voice in the learning process, especially when it comes to challenging notions of learning geared toward the dominant populations that might not serve the needs of all students. Our second recommendation is to implement CRTP, engage students, and get student's course feedback from instructors to make timely and meaningful changes to their classroom delivery.</p> <p>Throughout this study, the researchers observed the value of the peer network that was developed in both experimenting with new assignments, gathering individualized feedback about delivery methods, and working through complicated systemic barriers. Our third recommendation is that faculty colleagues within a university structure formally and informally provide meaningful feedback to their peers to aid in more meaningful change prior to waiting for students to be negatively impacted. The recommendation includes an intentional, thoughtful, diverse peer network of faculty to discuss their teaching practices and a safe environment for feedback from peers who understand the importance of pedagogy.</p> <p>Our final recommendation is to continue to engage student feedback, specifically about pedagogy being implemented in the classroom. CRTP has historically focused on the self-reflection of the instructor, but we argue that the relationship between faculty and students is critical, meaning that the students voice must be part of the formal teaching reflection process.</p> <hd id="AN0182506427-11">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0182506427-12">Appendix A. Source: Author Created Grid.</hd> <p>Table A1. Consistent teaching interventions across all courses.</p> <p> <ephtml> <table><thead><tr><td>Description of CRTP</td><td>Literature support</td><td>Variable</td></tr></thead><tbody valign="top"><tr><td>Timely replies by instructor to online discussion forums</td><td>Chen et al. (<xref ref-type="bibr" rid="bibr10">2020</xref>)</td><td>Relationship Building</td></tr><tr><td>Introductory activity introducing students to each other and Instructor, including focus on race and identity</td><td>Marin (<xref ref-type="bibr" rid="bibr40">2018</xref>)</td><td>Relationship Building, Cultural Engagement</td></tr><tr><td>Instructors learned correct pronunciation of each student's name by the second class</td><td>Cooper et al. (<xref ref-type="bibr" rid="bibr14">2017</xref>)</td><td>Relationship Building, Cultural Engagement</td></tr><tr><td>Connect student's culture to the topic. Demonstrate the value each culture brings to the topic being discussed.</td><td>Gambrel and Cianci (<xref ref-type="bibr" rid="bibr25">2003</xref>); Boud et al. (<xref ref-type="bibr" rid="bibr4">2014</xref>); Elliot, Gamino, & Jenkins (<xref ref-type="bibr" rid="bibr22">2016</xref>)</td><td>Cultural Engagement</td></tr><tr><td>At least one case study assigned in each class</td><td>Wingfield and Black (<xref ref-type="bibr" rid="bibr50">2005</xref>)</td><td>Cultural Engagement; Diverse Teaching Practices</td></tr><tr><td>At least one group assignment with a group contract outlining formal roles within the group</td><td>Xie et al. (<xref ref-type="bibr" rid="bibr51">2014</xref>)</td><td>Relationship Building, Diverse Teaching Practices</td></tr><tr><td>Audit of visual and text representation of cultures including names, social positions, and reflection of students in class</td><td>DeAza (<xref ref-type="bibr" rid="bibr17">2019</xref>)</td><td>Cultural Engagement</td></tr><tr><td>Consistent reminders about due dates for assignments</td><td>Cents-Boonstra et al. (<xref ref-type="bibr" rid="bibr9">2021</xref>)</td><td>Relationship Building, Diverse Teaching Practices</td></tr></tbody></table> </ephtml> </p> <hd id="AN0182506427-13">Appendix B. Source: Derived from Huang (2019).</hd> <p>Table B1. CRTP questionnaire.</p> <p> <ephtml> <table><tbody valign="top"><tr><td>Diverse Teaching Practices (DT)</td><td char=".">1. My instructor explained what we were learning in different ways to help us learn.</td></tr><tr><td char=".">2. My instructor used different teaching materials (ex: videos, pictures, PowerPoint) to help us understand the subject.</td></tr><tr><td char=".">3. My instructor acknowledged my previous experience to help me understand new content.</td></tr><tr><td char=".">4. My instructor tried to find out what interests me.</td></tr><tr><td char=".">5. My instructor provided timely feedback on my assignments.</td></tr><tr><td char=".">6. My instructor encouraged collaborative learning with other students.</td></tr><tr><td char=".">7. My instructor used different types of assessments (ex: group project, quizzes, discussion, essays) to assess what I learned.</td></tr><tr><td>Cultural Engagement (CE)</td><td char=".">1. My instructor was interested in my culture.</td></tr><tr><td char=".">2. My instructor was interested in knowing about my background.</td></tr><tr><td char=".">3. My instructor encouraged all students to learn about others and their cultures.</td></tr><tr><td char=".">4. My instructor spoke about contributions that my culture has made to the topic.</td></tr><tr><td char=".">5. My instructor designed lessons that showed how other cultural groups had made use of the topic.</td></tr><tr><td char=".">6. My instructor used examples or representations (ex: D2L) from my culture when teaching.</td></tr><tr><td>Relationship Building (RB)</td><td char=".">1. My instructor treated me as an important member of the course.</td></tr><tr><td char=".">2. My instructor created a learning environment where I was comfortable to voice my opinions.</td></tr><tr><td char=".">3. My instructor was approachable when I had questions or concerns.</td></tr><tr><td char=".">4. My instructor helped me when I did not understand the content.</td></tr><tr><td char=".">5. My instructor really cared about how much I learned.</td></tr><tr><td char=".">6. My instructor cared about my point of view when we discussed questions.</td></tr><tr><td char=".">7. My instructor expected me to do well in this course.</td></tr><tr><td char=".">8. My instructor showed high expectations for all students.</td></tr><tr><td>Positive Learning Experience</td><td char=".">1. Being in a course that utilized culturally relevant teaching practices encouraged me to complete assignments on time.</td></tr><tr><td char=".">2. Being on a course that utilized culturally relevant teaching practices encouraged me to perform at a higher level.</td></tr><tr><td char=".">3. Being in a course that utilized culturally relevant teaching practices encouraged me to more actively participate in course activities (ex: discussions, group work, asking questions, etc.).</td></tr><tr><td char=".">4. Being in a course that utilized culturally relevant teaching practices helped me learn a great deal from the course content.</td></tr><tr><td char=".">5. Being in a course that utilized culturally relevant teaching practices made class participation easy and comfortable for me.</td></tr><tr><td char=".">6. Being in a course that utilized culturally relevant teaching practices is a positive experience for me.</td></tr><tr><td char=".">7. In the future, I would like to take more courses that utilize culturally relevant teaching practices.</td></tr><tr><td>Sense of Belonging</td><td char=".">1. I feel the instructor formatted the online course to demonstrate a commitment to establishing a welcoming and positive environment for students</td></tr><tr><td char=".">2. The instructor treated me with respect.</td></tr></tbody></table> </ephtml> </p> <ref id="AN0182506427-14"> <title> References </title> <blist> <bibl id="bib1" idref="ref13" type="bt">1</bibl> <bibtext> Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. 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  Data: Students' Perceptions of Culturally Relevant Teaching Practices
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  Data: <searchLink fieldCode="AR" term="%22Rebecca+Evan%22">Rebecca Evan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3633-5665">0000-0003-3633-5665</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erica+Berte%22">Erica Berte</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1272-6661">0000-0003-1272-6661</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jun+Li%22">Jun Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8729-0108">0000-0001-8729-0108</externalLink>)<br /><searchLink fieldCode="AR" term="%22Donnamaria+Culbreth%22">Donnamaria Culbreth</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+for+Business%22"><i>Journal of Education for Business</i></searchLink>. 2025 100(1):57-65.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 9
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink>
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  Data: 10.1080/08832323.2024.2449501
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  Data: 0883-2323<br />1940-3356
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  Label: Abstract
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  Data: This quantitative study measured 188 college-aged students' perceptions of Culturally Relevant Teaching Practices (CRTPs) in six undergraduate business courses. In measuring the key themes of Diversity Teaching Practices, Cultural Engagement, and Relationship Building we discovered that among all students reported, regardless of their racial identity, they expressed a positive learning environment and a sense of belonging in the courses that implemented the CRTPs. We recommend business faculty continue to implement these practices in order to provide the best possible learning environment for all students. Further research is needed to understand how instructors and universities can better support Black, Indigenous, and People of Color students in achieving their educational goals.
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