Student Perceptions of Cross-Cultural Learning Through Culturally Responsive Teaching Approaches

Abstract

This study explores student perceptions of cross-cultural learning facilitated by culturally responsive teaching (CRT) approaches in the United States. Employing a mixed-methods research design, the study integrates quantitative survey data with qualitative insights from interviews and focus groups. The findings reveal that CRT significantly enhances student engagement and cultural awareness, with high ratings in these areas. Younger students (ages 18-24) reported higher engagement levels compared to older students, indicating age-related differences in CRT effectiveness. Qualitative data underscore the importance of teacher support, empathy, and knowledge in fostering an inclusive classroom environment. Despite the positive impacts, challenges such as inconsistent application of CRT and difficulties in understanding complex cultural concepts were noted. The study offers practical recommendations for educators and policymakers, emphasizing tailored CRT interventions, continuous professional development for teachers, and consistent application of CRT practices. Contributions to the field of education include empirical evidence supporting CRT effectiveness and insights into the nuances of student experiences across different demographics. Future research should focus on longitudinal studies, comparative analysis across educational settings, and the role of teacher professional development in CRT implementation.