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Using Student-Centered Engagement in the Classroom to Develop Cultural Intelligence

Using Student-Centered Engagement in the Classroom to Develop Cultural Intelligence

Tiffany J. Cresswell-Yeager (Gwynedd Mercy University, USA) and Ronald W. Whitaker, II (Cabrini University, USA)
Copyright: © 2021 |Pages: 15
DOI: 10.4018/978-1-7998-9026-3.ch001
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Abstract

Culturally responsive teaching provides a framework for which we can aspire to better serve all students in our classrooms. Engaging students in conversations on difficult social justice topics can be extremely challenging but very important in our global society. The authors offer several strategies for first establishing student engagement, then implementing course content to develop cultural intelligence to have these conversations. Using the lens of cultural intelligence, the authors explore effective tools for creating a welcoming environment and ways to communicate effectively with cultural humility. Then, the authors explore anti-deficit strategies needed to engage students in learning about diversity and inclusion and to facilitate constructive dialogue about current issues of discrimination, bias, and prejudice. Finally, the authors offer several case vignettes based on the experience of using the problem of practice and provide example assignments used to develop and enhance cultural intelligence.
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Introduction

As educators, we have a responsibility to continue learning. Culturally responsive teaching provides a framework for which we can aspire to better serve all students in our classrooms (Gay, 2010). Engaging students in conversations on difficult social justice topics can be extremely challenging, but very important in our global society. We offer several strategies for first establishing student engagement, then implementing course content to develop cultural intelligence to have these conversations. The authors explore anti-deficit strategies needed to engage students in learning about diversity and inclusion and to facilitate constructive dialogue about current issues of discrimination, bias and prejudice.

Using the lens of cultural intelligence, the authors explore effective tools for creating a welcoming environment and ways to communicate effectively with cultural intelligence. Finally, the authors offer a case vignette based on the experience of using problems of practice and provide sample assignments used to develop and enhance cultural intelligence.

Chapter Objectives

  • •

    To examine the theoretical models shown to increase student engagement as it relates to culturally responsive teaching.

  • •

    To provide a framework for implementing anti-deficit strategies.

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    To explore evidence-based strategies to engage students in developing cultural intelligence.

Context of Culturally Responsive Teaching

According to Gay (2010), culturally responsive teaching is validating, comprehensive, multidimensional, and empowering. To validate a student, the professor must use cultural knowledge, prior experiences, and frames of reference that make the learning more relevant. The professor must see cultural differences as assets to build bridges between the students’ life at home and their life at the university. To be comprehensive, the faculty member must develop intellectual, social, emotional and political learning by using all the resources available to build competence. To be multidimensional, the teaching must use varied instructional technologies, simulations that tap into a wide variety of knowledge, experiences and contributions. Finally, the professor must empower students to build academic competence and personal confidence. Empowered teaching requires creating an infrastructure to support and bolster student morale. Gay (2015) asserts that culturally responsive teaching uses cooperation, community and connectedness.

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