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Fostering Inclusive Learning Environments through Culturally Responsive Pedagogy for International Students in U.S. Higher Education

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Title: Fostering Inclusive Learning Environments through Culturally Responsive Pedagogy for International Students in U.S. Higher Education
Language: English
Authors: Xiaoqian Bi
Source: Journal of International Students. 2025 15(6):21-38.
Availability: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Culturally Relevant Education, Acculturation, Cultural Awareness, Barriers, Foreign Students, Teaching Methods, Student Attitudes, College Faculty, Study Abroad, Graduate Students, Curriculum Development, Cultural Differences, Educational Experience, Inclusion, Learner Engagement
ISSN: 2162-3104
2166-3750
Abstract: When international students study at United States higher education institutions, they often encounter challenges that impact acculturation and academic success. This study applied community-based research to explore these students' experiences and discuss solutions in the form of culturally responsive pedagogy (CRP). I conducted semi-structured interviews with five international students in a Curriculum and Instruction graduate program at a Western U.S. university. Some participants reflected on opportunities they have had for diverse learning expressions and external support, but they also reported obstacles, such as some professors who use materials that are only relevant to American students. This research concluded that often, when professors are open-minded and culturally sensitive, students can become more engaged in the classroom, increase academic performance, and develop a healthy sense of belonging. This study sought to inspire more faculty to effectively implement CRP, ultimately contributing to more caring and inclusive learning environments for international students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477446
Database: ERIC
FullText Text:
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  Data: Fostering Inclusive Learning Environments through Culturally Responsive Pedagogy for International Students in U.S. Higher Education
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  Data: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
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  Data: <searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Acculturation%22">Acculturation</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Abroad%22">Study Abroad</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink>
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  Data: When international students study at United States higher education institutions, they often encounter challenges that impact acculturation and academic success. This study applied community-based research to explore these students' experiences and discuss solutions in the form of culturally responsive pedagogy (CRP). I conducted semi-structured interviews with five international students in a Curriculum and Instruction graduate program at a Western U.S. university. Some participants reflected on opportunities they have had for diverse learning expressions and external support, but they also reported obstacles, such as some professors who use materials that are only relevant to American students. This research concluded that often, when professors are open-minded and culturally sensitive, students can become more engaged in the classroom, increase academic performance, and develop a healthy sense of belonging. This study sought to inspire more faculty to effectively implement CRP, ultimately contributing to more caring and inclusive learning environments for international students.
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  Data: 2025
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 21
    Subjects:
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Acculturation
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      – SubjectFull: Cultural Awareness
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      – SubjectFull: Barriers
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      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Study Abroad
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Curriculum Development
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      – SubjectFull: Cultural Differences
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      – SubjectFull: Educational Experience
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      – SubjectFull: Inclusion
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      – SubjectFull: Learner Engagement
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      – TitleFull: Fostering Inclusive Learning Environments through Culturally Responsive Pedagogy for International Students in U.S. Higher Education
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              Type: published
              Y: 2025
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