Title
Haitians’ Explanations of Culturally Relevant Education in College Classrooms
Location
1048
Format Type
Paper
Format Type
Paper
Start Date
January 2016
End Date
January 2016
Abstract
This qualitative study explores how Haitian students who started college within five years of arriving in the United States experience culturally relevant education at institutions of higher learning. The study examines the manner in which they explain such encounters in classrooms settings: professors’ belief about students and how instructors respond to the attributes that define these learners. The study’s setting is a Historically Black University (HBCU) in Florida. Thus, it informs pedagogical approaches for diverse populations in college, faculty developmental or training in culturally responsive instruction and measures of academic equity for the demographic represented in the study. Ten semi-structure interviews are conducted as the data collection means - a constant comparative approach is used for data analysis, and member checks to ensure trustworthiness.
Haitians’ Explanations of Culturally Relevant Education in College Classrooms
1048
This qualitative study explores how Haitian students who started college within five years of arriving in the United States experience culturally relevant education at institutions of higher learning. The study examines the manner in which they explain such encounters in classrooms settings: professors’ belief about students and how instructors respond to the attributes that define these learners. The study’s setting is a Historically Black University (HBCU) in Florida. Thus, it informs pedagogical approaches for diverse populations in college, faculty developmental or training in culturally responsive instruction and measures of academic equity for the demographic represented in the study. Ten semi-structure interviews are conducted as the data collection means - a constant comparative approach is used for data analysis, and member checks to ensure trustworthiness.
Comments
Although there is some research on the academic experience and performance of social groups in which Haitians may fit, (i.e. immigrants and blacks), literature associated specifically with Haitians in college is sparse (Nicolas, DeSilva & Rabenstein, 2009). As a result, I aspired to provide insights into their descriptions of learning circumstances in college classrooms.