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Changing pedagogy to promote the success of international students
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Running head: CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS 1
CHANGING PEDAGOGY TO PROMOTE THE SUCCESS OF INTERNATIONAL
STUDENTS
by
Steven Philip Hanneman
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2019
Copyright 2019 Steven Hanneman
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
2
ACKNOWLEDGEMENTS
This journey has been one of the most difficult challenges I have ever faced. The amazing
support of those around me is the reason I have made it through to completion. This process was
intimidating and the thought of finishing this monumental task was almost too much at times.
My dissertation committee chair, Dr. Tracy Tambascia, helped me see that this was doable, and
we broke down the elephant into bit-sized pieces together. Her encouragement, guidance, and,
above all, patience, are the things that got me to this point. She was right, I got through it! I also
have to give a warm thank you to my other committee members, Dr. Artineh Samkian, and Dr.
Helena Seli. Your guidance, support, and encouragement gave me what I needed to keep pushing
this through to completion.
As a student using veterans’ benefits, I was extremely fortunate to have Dr. Monique
Datta watching over our certification and paperwork. Without her early contact and dedication to
the VA students in Hawaiʻi, this journey may never have begun. Thank you Dr. Datta for letting
me focus on the business of my coursework and dissertation and not on VA paperwork.
My fellow Hawaiian cohort members were my second family for the past three years,
and I can’t thank you enough for everything I’ve learned from you during our many discussions
and for your unending encouragement. This was a journey made much easier with my USC
ʻohana.
Finally, I have to recognize the tremendous sacrifices my loving wife Katherine has
made these past three years. I can’t express enough how much I appreciate the way she brought
dinner to me, missed social events, and patiently waited as I toiled away in my “cave” until
early morning, writing papers. Without her undying love and support, this dissertation would
not have been possible, and, for that, I am eternally grateful.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
3
TABLE OF CONTENTS
Acknowledgements 2
List of Tables 5
List of Figures 6
Abstract 7
Chapter One: Overview of the Study 8
Statement of the Problem 10
Purpose of the Study 11
Significance of the Study 11
Limitations 12
Definitions 13
Conclusion 15
Chapter Two: Review of the Literature 16
Trends in Internationalization 16
Increase in International Student Population 17
Experiences of International Students 18
Environmental Stressors 19
Challenges with Language Fluency 19
Differences in Academic Environment 20
Expectations of Students 21
International Student Perspective 22
Relationship with Faculty 22
Student Preparation 22
Supporting Successful Transition 25
Instructor Challenges in Adopting Pedagogy 26
Culturally Relevant Pedagogy 30
Conclusion 34
Chapter Three: Methods 35
Case Study Methodology 36
Site and Participant Selection 38
Instrumentations and Data Collection 41
Interviews 41
Semi-Structured Participant Interview 42
Focus Group 43
Document Review 43
Data Analysis 45
Credibility and Trustworthiness 45
Member Checking 46
Peer Debriefing 46
Triangulation 47
Ethical Considerations 47
Role of Researcher 48
Chapter Four: Presentation of Data 50
Participant Demographic Overview 51
Participant Descriptions 52
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
4
Emergent Themes 54
Theme 1: Instructors Do Not Have Basic Pedagogical Training 54
Theme 2: Institutions Do Not Provide Adequate CRP Training 56
Theme 3: Student-Centered Teaching Is a Key to Increased Student Engagement 59
Language barriers. 60
One-on-one interaction with students 61
Cultural differences. 62
Managing expectations. 63
Theme 4: Small Group Work is a Key to International Student Engagement 64
Theme 5: Maintaining Rigor 67
Conclusion 68
Chapter Five: Discussion and Recommendations 71
Discussion of Findings 71
Changing Demographics 72
Challenges With Language Fluency 72
Expectations 73
Relationships With Students 74
Pedagogical Adaptations 75
Pedagogical Training 77
Culturally Relevant Pedagogy Framework 78
Identity and Achievement 78
Developmental Appropriateness 79
Student-Teacher Relationships 80
Recommendations for Practice 81
Instructor Training 81
Future Studies 84
Conclusion 84
References 86
Appendix A Information Sheet for Research 97
Appendix B Solicitation Email 99
Appendix C Pre-Survey Questions 100
Appendix D Reminder Solicitation Email 101
Appendix E Selection for Interview Email 102
Appendix F Selection for Focus Group Email 103
Appendix G Non-Selection Thank You Email 104
Appendix H Interview Questions 105
Appendix I Focus Group Questions 108
Appendix J Culturally Relevant Pedagogy Study Code Book 110
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
5
LIST OF TABLES
Table 1: Study Participants by Gender and Years of Tertiary Teaching Experience 53
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
6
LIST OF FIGURES
Figure 1: Amalgamated total population for students attending the universities studied. 51
Figure 2: Percentages of 315 students representing the top 10 nationalities at University One. 52
Figure 3: Percentages of 889 students representing the top 10 nationalities at University Two. 52
Figure 4: Culturally relevant pedagogy framework for study. 69
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
7
ABSTRACT
The increasing diversity in university classrooms requires educators to more closely examine
teaching practices to ensure equity for both domestic and international students from varying
cultural backgrounds. The literature on culturally relevant pedagogy (CRP) and teaching is well
established in school settings, and this study applied some of those principles to classrooms in
colleges and universities. This study examined the perspectives and practices of university
instructors who teach international students to understand how they meet their students’ unique
cultural needs. Also, the study sought to identify the most impactful pedagogical practices used
by these instructors. Twenty-six instructors at two similarly sized universities were selected for
semi-structured interviews and a focus group. Findings included a varying degree of importance
placed on the use of culturally relevant pedagogies by the instructors, little or no training in
either basic pedagogy or culturally relevant pedagogies before their first teaching assignment,
and different pedagogical approaches to teaching international students. Adopting pedagogies to
a more student-centered model, utilizing pair-sharing and small group discussions was reported
as the most effective way to engage students from varying cultural backgrounds.
Recommendations include ensuring doctoral programs include coursework in both basic and
culturally relevant pedagogy, increased institutional focus on providing culturally relevant
pedagogy training for new and current instructors, the inclusion of CRP components in syllabi
and program reviews, and more emphasis on student learning outcomes and less on standardized
testing methods.
Keywords: Culturally relevant pedagogies, Culturally relevant practices, Multicultural,
International students, Demographics, Culture.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
8
CHAPTER ONE: OVERVIEW OF THE STUDY
American universities have experienced a substantial demographic transformation since
the 1970s, with many students from other nations enrolling in universities across the United
States. The 2000 U.S. population census indicated that the population of foreign-born students in
American institutions was close to three million (Institute of International Education [IIE],
2016). Fast (2004) said that, in the Midwestern U.S. region alone, the domestic student
population consisted of Native American, African Americans and other foreign-born learners
who could speak up to 28 languages. The estimated number of cultural minorities in the country
makes up 28% of the nation’s total population (IIE, 2016). The IIE further predicted that that
number could rise to 38% by 2025.
While a percentage of foreign-born students are immigrants who have made America
their home, there is also a significant number who are international students who do not intend to
stay in the United States once they complete their studies. These students come to America for a
sojourn lasting from 6 months to 4 years and then return home. As of the 2016–2017 academic
year, the number of international students enrolled in American colleges and universities
exceeded one million for the second time (IIE, 2017). This enrollment represented a 3.4%
increase from the previous year and was in addition to the 7.1% growth during the 2015–16
academic year. Overall, international students comprise 5.3% of all students in U.S. higher
education. As these numbers increase, the acculturation and success of these students take on
more importance. The overall number of international students in the United States is on the rise,
and this influx of international students with varied cultural backgrounds requires instructors to
learn and adopt more culturally responsive teaching methods (Teekens, 2003).
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
9
The term “international students” has several definitions in the literature and is often
interchanged with the term “exchange student” or “foreign student.” For this study, an
international student is defined as a student who does not have U.S. citizenship, is attending a
U.S. institute of higher education for four years or less and intends to return to her or his home
country upon completion of the program of study (Lee, 2016).
Increases in the number of international students brings many challenges to the
instructors tasked with teaching in an increasingly diverse classroom. The education system in
the United States has to provide these students with a viable social, relevant, applicable, and
developmentally suitable education. There is a need for more culturally aware instructors with
the skills and experience to apply culturally responsive pedagogies in promoting the academic
success of international students (Schmidt, 2006). Pending a more widespread adoption of
culturally relevant pedagogy (CRP), opportunities for international students at U.S. academic
institutions may not be optimal for learning. The adoption of CRP by instructors can reduce these
inequities.
Culturally relevant pedagogy, also known as culturally relevant teaching, is a student-
centered approach wherein instructors seek to understand and honor the cultural background of
each student and seek ways to bring out the strengths and unique cultural experiences of each
student in a way that enhances the learning experience. In classrooms where CRP is practiced,
the student feels more connected with their classmates and the instructor while maintaining their
sense of cultural identity. This sense of belonging results in increased participation in the
learning process (Gay & Howard, 2001; Ladson-Billings, 1994). Closely aligned with intrinsic
motivation theory and the fact that student motivation is in part based on cultural background
(Ryan & Deci, 2000), CRP also ties into the motivation and emotions that students inherit from
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
10
their cultural surroundings as they grow up. While CRP was initially used to study disadvantaged
groups in a K-12 setting, the same challenges and issues exist within all education settings.
However, it is important to note the limitations of the CRP framework in context of higher
education learning environments. Particularly relevant to this study are the themes in CRP
relating to how higher education students interact with each other and their instructors and how
instructors develop their courses to provide an equitable learning environment for students from
all cultural backgrounds. This study used three themes from the CRP framework as a lens to
understand how instructors at American institutions of higher education adapt their pedagogical
methods to meet the needs of the students in today’s multicultural classrooms. The themes that
are the focus of this study are identity and achievement, developmental appropriateness, and the
student instructor relationship.
Statement of the Problem
Low adoption of culturally relevant teaching methods in U.S. academic institutions
contributes to inequities in in the education of international and domestic students within the
same classrooms. From the time this problem was brought to the forefront by Ladson-Billings in
2000, the challenge has grown. As Ladson-Billings noted, a lack of CRP has significantly
contributed to achievement and socialization gaps among students, which has been especially
detrimental for those from minority cultural backgrounds.
For international students to achieve learning success, instructors should understand
every student’s culture and realize that differences are opportunities for enhanced learning and
understanding (Brown-Jeffy & Cooper, 2011). To contribute to international students’ academic
success, instructors need to establish an environment where students feel valued and actively
participate in the learning process (Ladson-Billings, 1994).
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
11
Purpose of the Study
The purpose of this study was to explore the practices and characteristics of instructors of
international students and determine how they adapt their pedagogy to increase these students’
engagement. Building an academic environment that appreciates cultural differences requires
instructors’ awareness of cultural differences and research into culturally responsive pedagogy
(Schmidt, 2006). This study examined the adoption of culturally relevant pedagogies in the
classroom to determine how CRP may be used in universities to ensure optimal learning and
engagement for all students. Three research questions guided this study:
1. What are instructors doing to adapt their pedagogy when they have international students
in their classroom?
a. What challenges and difficulties do the instructors face when teaching international
students?
b. How do instructors encourage international students’ participation in exercises and
discussions?
Significance of the Study
Considerable research has studied international students’ challenges when attending
American universities in terms of social barriers, language differences, pedagogical differences,
and sense of belonging. However, the bulk of these studies are concerned with the challenges
from the students’ point of view and how they affect both academic and social life. Much less
research exists on the different ways instructors adapt their pedagogy to help international
students succeed academically.
This study helps university administrators identify instructors’ culturally relevant
pedagogies to provide a basis for comparison against other methods. With increased knowledge
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
12
of the value of CRP and its role in with student-centered learning, administrators have more tools
to use in the evaluation of faculty professional development programs. Also, this study may help
instructors who work with international students become more aware of how their teaching styles
and methods affect these students’ learning outcomes. With awareness can come opportunities
for modeling and changes to their pedagogies. Further, the research may inform instructors and
academic administrators of the positive impact of culturally relevant pedagogies on teaching in
multicultural environments.
The objective of this study was to explore current culturally responsive pedagogies that
can be utilized on a broad scale to make learning both motivating and engaging for international
students (Howard, 2003). The study also assessed how well these practices can be applied in a
multicultural environment to address potential learning and achievement gaps.
Limitations
This sample consisted of a narrow pool of participants, and that may attract a level of
criticism. However, this research was intended to analyze the culturally relevant practices used
by experienced instructors of international students learning in U.S. schools and not an overall
study of all pedagogies used in classrooms with international students. This objective would have
been difficult to achieve with a large number of participants and would have complicated the
study. More participants would have led to less depth in research and possibly result in a
superficial report lacking meaningful recommendations.
A comprehensive evaluation of instructor methods and their influence on international
students would require direct observation of the instructor interacting with students in the
classroom. However, the timeframe available for this study did not allow for the observer’s
presence in the classroom to become normal enough to minimize the Hawthorne effect. As a
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
13
result, the data and findings are limited to what the instructors reported they were doing in the
classroom and the effect they noted their actions have on international students.
Despite these limitations, with the extensive experience of interviewed instructors and the
high density of international students they teach, this study resulted in a quality analysis that
adequately answers the research questions.
There are a few delimitations inherent in this study. Due to the desire for a data set built
from experienced instructors and their relative inaccessibility due to full-time employment
elsewhere, part-time or adjunct instructors were not included in the surveyed population. Some
of these instructors may have extensive experience, but, even without their inclusion herein,
there were sufficient participants out of the full-time staff to provide meaningful results.
One of the assumptions made in this study is that the researcher remained unbiased. The
researcher is a current part-time instructor at one of the institutions studied. Care was taken to
minimize personal from being introduced into data collection or analysis (Maxwell, 2013). This
potential bias was partially addressed during data collection with a declaration by the researcher
at the beginning of every interview. The researcher stated his position with the university and
that he encouraged participants to stop him if any questions or follow-up questions appeared to
be biased. This topic is addressed in depth in Chapter Three.
Definitions
Achievement gap: The disparity between the academic achievements of international
students and native American students. The gap can also be defined as the performance gap
between white students and students of color or between the socio-economically disadvantaged
and non-disadvantaged students (Marks, 2005).
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
14
Culturally relevant pedagogy: CRP is an approach to teaching that uses cultural
references to impact skills, knowledge and attitudes to empower students socially, intellectually
and emotionally (Grant & Ladson-Billings, 1997, p. 62). Definition culturally relevant teaching,
Pang (2001) explained it “is an approach to instruction that responds to the sociocultural context
and seeks to integrate the cultural content of the learner in shaping an effective learning
environment” (p.192).
Culturally responsive teaching: Teaching that acknowledges student’s cultural
background; builds on the student’s experiences and affirms his or her cultural identity to impart
knowledge, skills, and attitudes, thereby empowering them intellectually, socially, emotionally,
and politically (Zeichner, 2003).
Culture: Culture is created by people and represents values, attitudes, behaviors, customs,
history, viewpoints and other aspects that are considered vital to community identity. It is quite
dynamic as since people change and typically shapes how one interprets the world. It involves
actions, meanings, decision making, and values held within a social group (Pang, 2001).
Diversity: Refers to differences among people. Multicultural educators refer to it as group
differences (Grant & Ladson-Billings, 1997). It can be described in terms of gender, race,
ethnicity, language, age, sexual orientation, and ability.
Educational deficit: Failure to achieve a certain level of academic achievement over a
specified period of time leading to less than the required level of achievement.
Effective teaching: “the ability…to produce higher than predicted gains on standardized
achievement tests” (Good, 1979, p. 53).
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
15
Multicultural education: This is an educational process and a philosophical concept
(Marks, 2005). It is built on the philosophical ideas of justice, freedom, equity, human dignity
and equality contained in the United States.
Conclusion
With increasing numbers of international students attending U.S. universities, it is
essential that instructors recognize these students may require different pedagogies than have
been used in the past. This study sought understanding of how instructors at institutions of higher
education in the United States adapt their pedagogies to provide these students a more effective
learning experience. While current research delves heavily into the experiences of international
students when they come to the U.S. from a student and support program perspective, there is
relatively little research on how higher education instructors adopt culturally relevant pedagogies
to provide an active learning environment that works for both international and domestic
students. The following section outlines relevant literature that supports the need for more
research into the use of CRP. Areas explored are the internationalization of U.S. universities, the
challenges faced by international students when they come to the United States to study, and the
challenges instructors face in adopting culturally relevant pedagogies in the classroom.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
16
CHAPTER TWO: REVIEW OF THE LITERATURE
This literature review explores the teaching challenges created by an increasingly
culturally diverse student population at U.S. institutions of higher education. A section of this
chapter provides a review of international students’ expectations, experiences, and challenges in
adapting to American universities. The chapter also presents a framework of culturally
responsive pedagogical practices and the reasoning for their utilization. In addition, examples of
effective teaching pedagogies are discussed along with how some instructors have adapted their
styles to accommodate international students’ needs.
Trends in Internationalization
Internationalization is a prominent trend in higher education. The term “international
students” has several definitions in the literature and is often interchanged with the terms
“exchange student” and “foreign student.” For this study, an international student is defined as a
student who does not have U.S. citizenship, is attending a U.S. institute of higher education for a
limited time, and intends to return to her or his home country upon completion of the program of
study (Lee, 2016). This literature review is focused on these students.
In American colleges and universities, the number of international students enrolled
exceeded one million for the second time for the 2016–17 academic year (IIE, 2017). This total
represents a 3.4% increase from the previous year and added to the 7.1% growth for the 2015–16
academic year. Overall, international students comprised 5.3% of all students in U.S. higher
education. As these numbers increase, the acculturation and success of these students take on
more importance. This section examines the factors that led to the trends mentioned above and
also provides a discussion of the challenges associated with these trends.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
17
Increase in International Student Population
Growing numbers of universities are allocating more resources towards recruiting
international students. Reasons cited include providing a more diverse cultural experience for
their students, added prestige, improving the quality of education, and increased revenue, as
international students typically pay full tuition rates (Altbach & Knight, 2007; Lee, 2016;
Simmons, 2011). The income derived from this tuition has become so significant in the budget
process that some countries, such as Australia, identified international higher education as a
significant income stream and include it as a separate line item in annual budgeting reports
(Altbach, Reisberg, & Rumbley, 2010).
Students’ desire for specific skills demanded by today’s job market also motivate them to
seek education in nations they consider technologically advanced. The United States sits at the
core of technological advancement in the world and, therefore, is a preferred destination for
international students. Besides a desire to learn specialized skills, these students are attracted by
the value and brand of American universities which are highly recognized across the world.
Many employers value degrees from institutions such as Harvard and Yale (Owens & Boggs,
2016). International students are cognizant of this implied value and seek the type of high-quality
experiences that many American universities offer. Of the top universities in the world,
American universities occupy 29 of the top 50 spots in one international ranking (Shanghai
Ranking Consultancy, 2017). In many cases, students are looking for an immersive, culturally
rich environment that provides opportunities to make new American friends and not merely to
study in America (Owens & Boggs, 2016).
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
18
Experiences of International Students
A multicultural experience is educationally beneficial for both international and domestic
students. Indeed, studies show that a rich multicultural experience, and not academic success, is
often how international students define their own success in U.S. schools (Bevis & Lucas, 2007;
Spencer, 2003).
The challenges faced by international students during their first year at American
universities and colleges bear many similarities to those domestic students face (de Araujo, 2011;
Tas, 2013). Both groups face an entirely new environment, being away from family, and being
responsible for themselves. Tas (2013) confirmed that international students’ different cultural
backgrounds create unique sets of problems. As these students work to fit in with a new culture,
they continuously weigh their home country’s values, beliefs, expectations, and attitudes against
those of the host country (Mesidor & Sly, 2016; Tas, 2013). Merely adjusting to match the new
culture and situation does not encourage students to be themselves as much as possible.
Differences in language and food as well as integrating with students from other
countries and relating to instructors creates stress, conflict, and discomfort (Glass, Kociolek,
Wongtrirat, Lynch, & Cong, 2015; Tas, 2013). International students experience four key
predictors of psychological and socio-cultural adjustment: academic stress, personality, social
relationships, and language-related factors (Hirai, Frazier, & Syed, 2015). While international
students report they are satisfied overall with their academic sojourns, they also report various
challenges regarding culture shock and academic skills such as critical thinking and oral
presentation (Andrade, 2006; Bevis & Lucas, 2007; Chapdelaine & Alexitch, 2004; Spencer,
2003; Winkelman, 1994).
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
19
Environmental Stressors
Changes to students’ physical environment have influence their ability to adjust to
college in another country. In addition to environmental changes, students may feel homesick,
lonely, or isolated. A conducive learning environment is essential for students to learn and
evolve, as according to Tas (2013), adequate relevant resources can help maintain a stimulating
learning environment. An appropriate physical environment with adequate shared study areas,
seats, and other necessary facilities where students feel comfortable can aid in a better
experience. Students can learn culturally and socially acceptable behaviors, make friends and
create beneficial relationships if they are provided the right atmosphere.
Difficulties in adjustment stem from the fact that their cultural and ethnic backgrounds
may differ greatly from their new environment. Socio-cultural tensions contribute to the
challenging transition from one culture to the other. According to Lin and Scherz, (2014) such
challenges can be addressed by examining underlying attitudes and values. If not well-addressed,
students may start feeling homesickness that can become stressful.
Challenges with Language Fluency
Another consistent issue identified in studies is international students’ level of English
language proficiency (Andrade, 2006; Chapdelaine & Alexitch, 2004). Well prepared
international students may adjust to a new environment sooner than less prepared students, but a
significant change will still be required in fitting in to their new surroundings (Lee, 2016). An
analysis of conversations between native English-speaking students and English as a Second
Language (ESL) international students showed each viewed the effects of one-on-one dialogue
differently (Lee, 2016; Chapdelaine & Alexitch, 2004). The informal conversations in settings
outside of the classroom showed that the American students were more interested in learning
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
20
about global cultures while the international students wanted to engage with their American
classmates to improve their oral English proficiency (Chapdelaine & Alexitch, 2004).
International students, especially those from countries where English is not a primary language,
begin their sojourn with few American friends, basically, because they find it challenging to
speak English. The poor level of interaction leads to high levels of dissatisfaction. Difficulties
with gaining proficiency in English have a negative impact on both social and academic success
(Castro, 2003; Lee, 2016; Telbis, Helgeson, & Kingsbury, 2014).
Differences in Academic Environment
International students face a new academic environment when they arrive at American
universities and their adaptation to a new educational context can be viewed as a two-way
process wherein both international students and the education provider adapt to each other
(Eaves, 2011). Learning new norms and adopting them is challenging, but educators can help
these students transition if they make use of CRP teaching methods (Pedersen, 1991). It is,
therefore, recommended for instructors in U.S. higher education institutions to employ culturally
responsive pedagogies to better deal with international students (McLachlan & Justice, 2009).
The academic environment comprises resources such as physical materials, human
resources, opportunities, and programs that students use in different ways to develop their social
skills and potential. Instructors’ relationships with students and their approach to the students’
cultural needs are key in students’ educational experience (Bevis & Lucas, 2007; Telbis et al.,
2014). Instructors can foster an academic and social/cultural environment to create positive
interactions between students and staff. When instructors begin a new class with a meet-and-
greet type of activity, students and instructors can begin to overcome social and learning
challenges brought on by different cultural and academic backgrounds (Arkoudis et al., 2013).
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
21
Rao (2017) found that the three primary learning challenges of international students
were inadequate writing skills, non-participation, and comprehension abilities. Rao recommends
that instructors offer detailed feedback, encourage nurturing environments, and provide informal
feedback for assignments. Students accustomed to large classrooms where the focus is on
lectures and the professor is unable to monitor what students do or give attention to all students
may experience challenged adapting to small classrooms where student and instructor interaction
is emphasized (Alismail, 2016). These students will undergo inner conflicts until they adapt to
the new classroom environment. Instructors should give each student personalized attention to
identify the challenges they face and what they need to deal with those challenges. However,
many international students have difficulties adapting to classroom behavior, the focus on
discussion rather than lectures, and the emphasis on group work. It is important that the
instructor encourage students to interact and allow them to become more comfortable speaking
in the classroom (Arkoudis et al., 2013).
Expectations of Students
Research into how international students’ expectations align with instructors’
expectations will lead to higher success rates and greater student satisfaction (McCargar, 1993;
Rao, 2017). Instructors need to know how to work with international students to create an
encouraging classroom climate where instructors can recognize techniques that are not working
and adjust pedagogy to better suit the students (Eaves, 2011; Rao, 2017; Sawir, 2013). The
following section reviews literature on expectations the students have of their instructors as well
as how instructors adapt their pedagogical approaches to international students.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
22
International Student Perspective
The predominant learning needs for international students are writing academic papers,
enhancing class participation, and having local mentors (Rao, 2017). International students seek
a supportive learning environment where they can work together with their instructors. They
prefer instructors who encourage nurturing environments and provide informal detailed feedback
for assignments. Their preferred pedagogies are class lectures, class discussions, and individual
assignments (Arkoudis et al., 2013; Sawir, 2013).
Relationship with Faculty
Students entering a new classroom environment do not know what kind of relationship to
expect with their instructor. Some students prefer to avoid an uncomfortable situation and may
sit back and listen while others may feel comfortable engaging in discussions with the instructor.
Not knowing how the instructor will expect them to behave in the classroom creates uncertainty
(Sawir, 2013). Preferences in terms of uncertainty avoidance and power distance between
students and instructor exist regardless of educational culture (Hawk & Lyons, 2008). In other
words, different preferences for teaching approaches exist in any culture, and university students
who appear to establish their preferences may be actually adjusting to the pedagogy they face
(Winch, 2015). Essentially, they may not have a particular visible preference for language
teaching approaches, although, by way of example, international students expect to be taught in a
British way at a British university. An instructor’s educational values may support some students
while alienating others (Winch, 2015).
Student Preparation
Sutherland, Edgar, and Duncan (2015) interviewed Erasmus exchange students in the UK
and found significant differences between what the students anticipated and what they found
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
23
when they began their studies. Some of the Erasmus international students undertook a “cross-
cultural management skills” module at their home university, but they found this had
absolutely no bearing on what we were to experience in practice…we have assumed
wrongly…we were told that the professors do not judge people [from different countries]
– but they [professors] are judging us by marking us down and failing us, but they do not
know our system. (Sutherland et al., 2015, p. 80)
The students were
used to very high marks at their home institution and some, having successfully passed
soft-skills modules at their home institution, were “devastated” by the low marks
awarded on the LMD module. One student achieved 90% for the equivalent soft-skills
module in France but received 28% in Scotland. (Sutherland et al., 2015, p. 38)
These students required an approach different from the traditional methods used by their
instructors. They required an approach that took cultural and ethnic orientation into
consideration. International students’ integration and engagement can be challenging. Sutherland
and colleagues asserted that instructors, therefore, need to have culturally responsive pedagogies
for better student achievement.
A variety of examples provided by all students in this study demonstrated almost polar
perspectives with regard to assignment guidance they received in their home countries in areas
such as referencing, coursework structure, critical writing, and paraphrasing. One student
reflected “instructors expect us to have the same knowledge as the UK students, but this is all
new to us and we do not have a clue” (Sutherland et al., 2015, p. 38).
The classroom climate needs to include elements international students have identified as
positive aspects of their experience at an American school. Finally, instructors need to
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
24
understand international students’ different expectations of each other’s roles. A study by Baxter
Magolda (1992) found that students learn better when the learning process is matched with their
way of thinking. When students felt valued, involved (by their definitions), and able to relate to
instructors, and when they felt that instructors related to them, they were more satisfied and
perceived themselves as learning more effectively.
Gaps exist between what international students expect regarding assessment criteria and
pedagogy and what they find upon arrival. International students often arrive on campus with
preconceived ideas about the style of pedagogy and type of assessments they will find at their
new school, but, when they get there, they find that preparation courses offered at their home
universities did not prepare them for the new classroom environment (Sutherland et al., 2015).
Some of their impressions may come from other students who have attended the same schools,
but, most often, they have limited prior knowledge and rely on brochures and websites to prepare
for their sojourn. When there is a disparity between expectations of students and instructors, the
instructor has a responsibility to adjust pedagogy to ensure the maximum participation and
eventual success of all students (Sulkowski & Deakin, 2018). In many cases, the student and the
instructor have significantly divergent expectations, and this difference has a significant negative
effect on student success (McCargar, 1993; Sutherland et al., 2015).
Students from various cultural backgrounds experience difficulty adapting to the group
project and classroom discussions that are common at American universities. Elliott and
Reynolds (2014) noted evidence of the influence on cultural background on how students
approach group work. Some find it very difficult, and others find it satisfying. For example, one
Chinese student explained that “When you kept quiet in a group you felt intense stress. I became
nervous and lost confidence in myself, especially when someone in the group tends to dominate,
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
25
I am afraid to speak out” (Elliott & Reynolds, 2014, p. 314). This demonstrates that students may
be intimidated by interacting with a group with whom they do not connect. There have little in
common, and international students face this situation often.
McCargar (1993) studied instructor and student role expectations among ESL students to
determine whether there were significant differences between students of different cultural
backgrounds and instructors when it came to expected behaviors in the classroom. The findings
showed that students from different geographic regions sometimes had very different
expectations of their instructors than students from other backgrounds. In one of McCargar’s
survey items, students and instructors were asked if students should try to write down whatever
the instructor said. Hispanic and Arabic students agreed with this while the instructors and
Japanese students disagreed. Other significant findings showed that instructors and students from
different backgrounds also felt differed on whether students should disagree with the instructor
during class. Some students felt that it was disrespectful to disagree with the instructor while
others thought that students should challenge ideas they did not agree with (McCargar, 1993).
Differences in expectations of both students and instructors have a substantial probability
of inhibiting student expression and participation in class discussions (Lee, 2016). In addition to
the strong influence of these different expectations, students also exhibit classroom behavior that
closely aligns with how they expect to be assessed. Thus, instructors should use assessment
methods students understand and with which they are familiar (Zhang & Watkins, 2001).
Supporting Successful Transition
American universities strive to reduce the number of students leaving after their first
year, and there is an increasing body of evidence that documents the correlation between support
services provided to international students and their success rates at 4-year institutions (Cho &
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
26
Yu, 2015). Hawk and Lyons (2008) stated that the most successful international students share
specific characteristics that seem directly related to the level of social support they find when
they arrive. Many international students will create a surrogate family out of faculty mentors, fast
friends, and American friends. From there, they develop confidence, independence, and openness
(Moores & Popadiuk, 2011).
The differing expectations of students and cultural norms necessitate support programs
and groups within the university environment. When introduced to support programs early in the
orientation process, international students benefit from university services designed to recognize
what they may be experiencing and which offer direct assistance to navigate the new
environment (Moores & Popadiuk, 2011). Although these services are predominantly developed
around what students, faculty, and staff reported as lacking in international student support,
Morris and Popadiuk (2011) focused on the positive areas that international students are
reporting about their experiences, such as connecting with others, maintaining a foundation,
embracing the process, and discovering strengths within themselves. While support services
provided outside the classroom improve success rates, instructor pedagogies and how they factor
into the student instructor relationship must also be considered when looking at student success
factors.
Instructor Challenges in Adopting Pedagogy
Integrating students from different cultures into classrooms requires instructors to know
the cultural characteristics of their students (Ladson-Billings, 1995). Blasco (2015) studied the
learning habits of students from different countries and suggested a different approach to cultural
inclusiveness. This approach was based on recognizing the local culture as the benchmark, rather
adjusting to the learning preferences that international students bring to the classroom. This
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
27
approach draws on assumptions from explicit learning theory that all students can learn in new
ways if they know what is expected of them (Blasco, 2015; Freeman, 1991).
A common method of instruction in American universities involves an instructor-
centered class, which is defined as “the instructor initiating all communication. Students in a
class speak up only when invited to” (Hofstede, 2010, p. 69). One of the benefits of an
instructor-centered class is that it provides all students with equal educational opportunities, but
this also makes the learning requirements of individual students difficult to meet. The strength of
a student-centered class is that it encourages students to be more proactive in their education and
lets them take the initiative. This may not work with students who prefer passive learning
approaches. Some might learn better when instructors present all the necessary important
learning points (Winch, 2015).
Eaves (2011) conducted a literature review of culture-specific learning preferences and
found that the Western pedagogies typically used by European and American universities were
not always a good fit for international students. Furthermore, efforts to mold these students into
these methods were not always effective. The most effective educators were directly involved
with their students and adapted their curriculum to better match the cultural expectations of
incoming international students. Eaves discovered that faculty who teach students from countries
other than their own need to develop skills and knowledge about the typical pedagogies and
learning environments in the students’ home countries. Making use of deliberate communication
with students, instructor training, country-specific research, and networks, instructors develop
awareness and skills to provide a better learning environment for their international students.
From Eave’s point of view, adopting culturally relevant practices creates better relationships
with international students, leading to higher achievement.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
28
Educators new to teaching international students may participate in workshops and
courses centered around culturally relevant teaching to empower them to create structures and
social arrangements in school environments that promote equality in school and in society
(Futrell, Gomez, & Bedden, 2003; Gorski, 2009). As instructors become exposed to more
culturally and linguistically responsive ways of teaching, students will be more likely to achieve
higher levels of success in an academically rigorous and meaningful program of study (Lin &
Scherz, 2014).
While workshops and professional development courses are one source for educators to
learn about cultural awareness, research indicates a best practice is to listen to students and share
tips with colleagues to learn about others’ cultures. This provides instructors a deeper
understanding of student needs. They can, in turn, use students’ cultural and linguistic strengths
to adapt course design, expand their skill set, and form stronger connections with their students
(Ladson-Billings, 1995; Lin & Scherz, 2014). This type of student-centered approach requires
instructors engage with students in a joint effort to include cultural responsiveness. These
pedagogical changes may require intentional effort and critical reflection by the higher education
community when addressing the common phenomena of cultural, linguistic, and academic
challenges experienced by international graduate students (Lin & Scherz, 2014).
While it would be difficult to send all instructors to other countries to experience the
cultures and instructional pedagogies of their international students, it is important to examine
other ways in which instructors can prepare to teach these students (Lin & Scherz, 2014;
Sutherland et al., 2015). Instructors who teach students from different countries in relation to
their own background may acquire knowledge and skills related to culture-specific learning
preferences through ongoing communication mechanisms, training, and support. As such,
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
29
instructor training, in-service training, and information networks play an important role to play
developing awareness and skills for instructors to learn, share information and develop skills
pertinent to supporting learners from other cultures (Lin & Scherz, 2014; Sutherland et al.,
2015).
Instructors need to be aware of who their students are and their expectations in the
classroom (Lin & Scherz, 2014; Sutherland et al., 2015). Well established instructors often
conduct their classes in the same manner every term and do not consider the mix of nationalities
and cultures. They expect students to adapt to the instructor’s preference and methods of
assessment. Newer and adjunct instructors may not even be aware that there may be cultural
differences that will significantly influence their students’ success (Lin & Scherz, 2014;
Sutherland et al., 2015).
Regardless of the experience level of instructors, as more international students study
abroad, university administration and leadership must become more aware of the challenges
faculty and staff face in a mixed culture classroom (Lin & Scherz, 2014). Workshops,
professional training, and time for student interaction should be included in professional training
and induction sessions for new instructors. Without an understanding of how different
pedagogies and assessment preferences can affect the success of international students and the
support of institutional leadership, the mission of producing a culturally aware, global ready
graduate will suffer (Lin & Scherz, 2014; Sutherland et al., 2015).
The many challenges international students face are not solely the result of how they
adapt to the new culture and environment in the United States. While much of the literature is
focused in this area, student success is also determined by the instructor’s ability to meet
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
30
students’ needs while maintaining the rigor of the course (Lin & Scherz, 2014; Sutherland et al.,
2015).
Because of the mix of international students and domestic students who may also be ESL
students, professional development workshops would be productive (Deters, 2015). Professional
development programs that encourage curriculum transformation geared toward multicultural
awareness can result in integrating new content into courses, such as new readings, discussion
topics, assignments, and class activities to which more students can relate (Allan & Estler, 2005;
Hedges, 1996). However, faculty members should do more than make curriculum changes and
adjust what and how they think (Badley, 2000; Green, 2007). Past studies on faculty engagement
in internationalization have brought out the important role that lack of experience, interest, and
cross-cultural competence plays in deterring faculty members from actively engaging in
internationalization efforts (Andreasen, 2003; Green, 2007; Niehaus & Williams, 2015).
Culturally Relevant Pedagogy
Culturally relevant pedagogy is well placed to react to the certainty of more mixed
classrooms in today’s educational system. One study from Ladson-Billings (1995) explored the
pedagogical practices of eight exemplary teachers of a marginalized student population in K-12
education. In this study, Ladson-Billings looked at how teachers introduced student culture into
the classroom. While the teachers’ teaching styles and pedagogy differed, three common threads
as important to the success of students from cultural backgrounds which differed from that of the
teacher: “an ability to develop students academically, a willingness to nurture and support
cultural competence, and the development of a sociopolitical or critical consciousness” (Ladson-
Billings, 1995, p. 483). Cultural differences exist in students of all socioeconomic statuses and
countries of origin. These same principles form the basis for the use of CRP theory to examine
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
31
instructor pedagogies and their influence on the learning needs of international students of varied
cultural backgrounds attending institutions of higher education in the United States.
Determining how students respond to different methods of instruction is founded in
intrinsic motivation theory (Wlodkowski & Ginsberg, 1995). What motivates students is largely
dependent on their culture-based values, beliefs, and emotions. Since motivation and emotion are
directly related, research must not overlook how any one of them influences student behavior in
a new learning environment. A close look at an intrinsic motivational framework of establishing
inclusion, developing attitude, enhancing learning, and engendering competence shows a
correlation to cultural background and how a student may feel in the new classroom
(Wlodkowski & Ginsberg, 1995). Culturally relevant pedagogy asserts the importance of
focusing classroom activities to students’ cultural frames. The culturally relevant pedagogical
approach provides instructors with practical ways to better engage with culturally and ethnically
varied students (Ladson-Billings, 1990, 1992, 1994, 1995).
Culturally responsive instructors use cultural referents to influence attitude, knowledge,
and skills among their students (Ladson-Billings, 1992). At the same time, these instructors
realize that race and culture affect the way students learn and that maintaining one’s cultural
identity is as important as academic achievement (Gay & Howard, 2001; Howard, 2003).
Linking students to experiences inside and outside the classroom is important for successful
instruction (Marks, 2005; Wlodkowski & Ginsberg, 1995). Moreover, culturally responsive
instructors understand that connecting with a culturally diverse student body requires specialized
skills and abilities (Sutherland et al., 2015). Recognizing that students have unique needs,
interests, and experiences, leads to effective learning and increased levels of student engagement
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
32
and socialization (Darling-Hammond, 1997). Culturally responsive approaches to teaching are,
therefore, required in the multicultural classroom to ensure effective teaching.
The modern classroom environment is diverse, and an understanding of students’ cultural
and ethnic backgrounds is essential for the modern educator. Instructors should use their cultural
experience to create a more conducive classroom environment for international students (Gay &
Howard, 2001). Developing these skills, however, requires an awareness of student
demographics and critical thinking about ethnic stereotypes to create CRP that contributes to
student success.
Multicultural education and development of democracy among all students are important
avenues for improving international students’ academic success. To draw down on uneven
educational, instructors should adopt culturally relevant teaching approaches that embrace
cultural heritage and ethnic diversity. As Ladson-Billings (1994, 1995,1999) noted, students of
different cultural backgrounds are less successful in U.S. schools, and this trend is long-standing.
It is, therefore, necessary for instructors to change their approach to teaching in heterogeneous
classrooms.
Considering the diversity in schools in the United States, educators must understand and
evaluate different cultures and ethnicities so that all students can feel accommodated in a
multicultural class (Gay & Howard, 2001). Instructors must also construct relevant practices that
assist learners to be more aware and accepting of students of different cultural backgrounds and
origins. Within multicultural education, leaders such as Ladson-Billings (1995), Banks (2004),
and Howard (2003) have noted the extent to which African American and other minority groups
underperform in American schools.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
33
Students become conditioned to the pedagogies practiced in their home country, and,
when faced with new pedagogical methods, they often have difficulties performing at the same
level as their counterparts (Elliot & Reynolds, 2014; Ramburuth & Tani, 2009; Sulkowski &
Deakin, 2018). The adoption of culturally responsive pedagogies can help bridge the gap
between what students are comfortable with and what they face when they arrive in the United
States.
In the last 20 years, researchers at institutions of higher education have increased efforts
to determine the nature, aim, and structure of multicultural education (IIE, 2016). For these
efforts to be successful, the primary aim of multicultural teaching approaches must be
understood by faculty and administration at all levels. Reforming educational institutions, and
education in general, is the ultimate aim of multicultural education so that students from diverse
cultures, social classes, and ethnicities can receive a quality education and achieve their
academic goals (Pang & Sablan, 1998). Additionally, instructors are encouraged to understand
the world view that each student brings. This may help the instructor predict challenges they may
encounter while in a blended learning classroom and find solutions that consider feeling of
inferiority among minority groups.
Instructors have increasingly adopted culturally relevant methods of instruction, and this
has been depicted in much research as a mode of meeting diverse students’ social and academic
needs (Gay, 2000; Gay & Howard, 2001). The same pedagogical methods are applicable to
multicultural classrooms at American universities. Gay and Howard (2001) defined pedagogy as
using educational knowledge, previously achieved experiences, preferences of performance, and
sources of reference to make learning effective. Still, Gay (2000) suggested that it is culturally
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
34
multidimensional, emancipating, transformative and validating to study the cultural nature of the
practice of teaching and learning.
Conclusion
The literature review revealed that a socio-cultural, student-centered approach is the best
way to improve international students’ experiences. Specifically, research related to international
students and culturally relevant practices was reviewed and synthesized to provide a basis for
this study. A section of the chapter reviewed the challenge that instructors face while
implementing CRP and the methods that can be used to ensure a smooth transition for
international students. Research demonstrated the beliefs that international students gain through
culturally responsive pedagogy. This kind of teaching approach enabled them to better cope with
the change of environment and culture. Culturally responsive methods were found to be valuable
in shaping students’ values and social behaviors leading to successful learning and building of
strong relationships. The following section defines the methods and protocols used to frame this
study around CRP theory.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
35
CHAPTER THREE: METHODS
The purpose of this study was to identify pedagogical models practiced by instructors of
international students at institutions of higher education in the United States (Bedenlier &
Zawacki-Richter, 2015). The results inform instructors and the institutions they work for of
pedagogical approaches to consider adopting as part of their efforts to ensure international
students’ success equal to that of their American counterparts.
This study sought to understand how participants viewed their role with respect to
international students as well as the processes they developed to help ensure academic success.
To understand the process and why instructors specifically choose the methods they do, a
qualitative case study was chosen as the most appropriate model (Maxwell, 2013).
Using a CRP framework (King & Ladson-Billings, 1990), the study explored how
instructors incorporate the three themes of identity and achievement, developmental
appropriateness, and the formation of student instructor relationships into their culturally
responsive classrooms. Specifically, this study sought to identify the methods they used and their
reasons for selecting those methods. The data were collected via interviews and a focus group of
instructors currently teaching at two small, private, 4-year degree-granting universities serving
both domestic and international students. Emergent questions were uncovered during the course
of the study as interviews were conducted and subsequently incorporated in later interviews
(Merriam & Tisdell, 2016). The researcher conducted a limited quantitative analysis of current
admissions data, as reported on university websites, to quantify the student population,
international versus domestic student ratios, and country of origin for international students as a
percentage of total student population.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
36
There is a significant amount of research on the challenges international students face
when they arrive in the United States. Some past studies identify students’ cultural adjustments
in social settings, problems created by varying degrees of language fluency, trying to find a sense
of belonging, and the effectiveness of support programs designed to assist international students.
There is limited research on the different adaptations’ instructors make to their pedagogy to help
international students succeed academically. This study addressed how instructors at U.S.
institutions of higher education adapt their pedagogy to meet the needs of international students
(Maxwell, 2013) by addressing the following research questions:
1. What are instructors doing to adapt their pedagogy when they have international students
in their classroom?
a. What challenges and difficulties do the instructors face when teaching international
students?
b. How do instructors encourage international students’ participation in exercises and
discussions?
Case Study Methodology
An exploratory study was used to gain insight into the methods instructors’ institute in
their classrooms to teach international students and their rationale using these methods. The
study focused on the three essential words typically used to describe the qualitative nature of this
research: explaining, describing, and understanding. The case study approach is best suited to
explain and yield understanding of the use of CRP in the classroom (Verschuren, 2003). Tellis
(1997) stated,
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
37
A case study is done by giving special attention to completeness in observation,
reconstruction, and analysis of the cases under study. A case study is done in a way that
incorporates the views of the “actors” in the case under study. (p. 3)
Schwandt (1997) argued that “a case study strategy is preferred when the inquirer seeks answers
to how and why questions” (p. 13). This research examined how and why instructors adapt their
pedagogy to meet the needs of international students. Case studies seek to determine what is
common and what is unique in a study, but the end results are unique findings (Schwandt, 1997).
Persistence of these unique findings is associated with the nature of the case study, its physical
setting, the historical background, and other contexts like visual or aesthetic categories, legal,
political, and economic dimensions naturally occurring in descriptive anthropology.
There are various instances where a case study can be used for data collection. Yin
(2009) listed several case studies and their relevant application in research: explanatory,
exploratory, and descriptive. In explanatory case methodologies, the studies are of causal nature
because, in extremely complex and multivariate cases, use of pattern matching techniques
associated with explanatory case studies in data analysis is limited. In exploratory case studies
such as this one, the data collection and fieldwork are done before the hypotheses and research
question are defined, hence making the study be termed as a preface to social research.
Descriptive cases require the researcher to look for the possibility of occurrence of
problems in the course of the research. The researcher’s theory should address the wide nature of
the case under study (Yin, 2009). Case selection and unit analysis development are undertaken in
the same criteria as in other varieties of case studies. In this research, the case studies undertaken
are fully descriptive.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
38
Stake (1994) added more varieties of case studies: intrinsic, collective, and instrumental.
The instrumental study is undertaken to gain insight into a problem or arrive at a more refined
theory to a particular case which was previously studied. Instrumental case study facilitates
understanding of a previous concept, thereby playing a supportive role in the study. Collective
case study refers to an instrumental study with different dispensations to several cases. Simply, a
collective case study is an investigation of many case studies of the same topic or issue with the
aim of adding to knowledge on the topic or demystifying a myth held regarding that topic.
Unlike instrumental case study, an intrinsic case study is initiated from a researcher’s concern in
a certain area of study and desire to deeply understand and explain that topic. The topic is not
necessarily undertaken due to its linkage to other theories; rather, the effort is meant to develop
other theoretical foundations to support the researcher’s argument (Stake, 1994). Additionally,
intrinsic cases neither represent other cases nor illustrate individual traits or problems, but,
rather, represent gut feeling or intuition that originate from researcher’s skill, personal interests,
and research agendas.
Site and Participant Selection
In this research project, the focus was on instructors who teach a diverse group of
learners from across the globe. To minimize bias toward specific cultures and influence on
pedagogy, two universities located in Hawaiʻi on the island of Oahu were selected for the study.
Both universities promoted a multicultural environment for their students, and, according to their
websites, both enrolled a large number of international students. The two universities are
identified as University One and University Two. These two universities were purposefully
chosen because of their higher percentage of international students compared to the other tertiary
institutions in the area. This was determined by a review of universities located in Hawaiʻi and
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
39
the international student demographics reported on their websites. In addition to the
demographics, the researcher has an existing working relationship with one of the universities.
This relationship helped foster cooperation with faculty and staff and aided in acquiring
requirement relevant data and helped shape the researcher’s interpretation of data collected.
The universities in this case study are both 4-year, private, not-for-profit, medium-sized,
primarily nonresidential, liberal arts universities. Both universities are accredited institutions
with main campuses located in a mixed-urban setting with additional sites located within a 50-
mile radius.
University One’s enrollment is just under 5,000 students, with an average of 11%
international students coming from 73 different countries. International students attending
University One are predominantly from countries with a Western educational format. The top 10
countries represented by international students at University One are Norway, Germany, Japan,
Sweden, Denmark, Australia, France, Spain, Thailand, and Finland.
International students at University Two make up approximately 30% of the 3,000-
member student body. They represent 30% of the population, and originate from 77 countries,
with the top 10 Asia Pacific countries being Philippines, Tonga, Japan, Korea, Hong Kong,
China, Samoa, New Zealand, Taiwan, R.O.C., and Fiji. This broad mix of students from varied
cultural backgrounds enabled a comprehensive exploration of how different instructors adapted
their pedagogy to meet the needs of a wide range of international students.
Emails containing an information sheet explaining the study (see Appendix A), were sent
to all full-time instructors at both universities (~300). This email (see Appendix B) included an
invitation to participate in the study and a link to a screening survey (see Appendix C),
requesting basic demographic data and a solicitation for the instructors to participate in this
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
40
study. A reminder email was also prepared (see Appendix D). There were 59 responses to the
initial online screener, and follow-up emails were not required. The results of the screening
survey were used to identify instructors with experience in classrooms with international students
to align with the study’s objectives. Responses were reviewed to narrow the sample to instructors
with experience working with international students and potential CRP experience. The resulting
purposeful sample of instructors provided data specific to the research questions and reduced the
time needed to analyze the data (Merriam & Tisdell, 2016). These selected instructors were sent
a follow-up email inviting them to participate in either an interview or a focus group (see
Appendices E and F). A non-selection email was prepared, but not used due to the limited
response to the survey (Appendix G). All volunteers were included.
Some participants were nominated by their peers or members of the academic staff
familiar with how they teach international students at the university. Nominated participants
were chosen through a selection method named community selection (Ladson-Billings, 1994);
Foster, 1997). Researchers utilizing this method rely on members of the community and
organizations to make judgments regarding people, places, and things within their study setting.
Essentially, it meant that community members nominate instructors they know to be practicing
CRP. The nominations in this study came from educational specialists working with international
students who also work with the instructors they nominated. The instructors doing the
nominating may or may not be part of the university staff now, but they were previously part of
the community. The department chairs were resourceful in helping recruit instructors who
understand the concept of cultural diversity and also demonstrate characteristics of a culturally
responsive instructor. Their assessments were based on past discussions with instructors and
comments from students. A recruitment mail was sent to college department chairs as well as all
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
41
current instructors at both universities. Once instructors responded and expressed a desire to
participate, focus groups and interviews were scheduled. Pseudonyms were used for all
participants.
Many of the respondents volunteered to participate in both interviews and focus groups.
The respondents were sorted by sign up date and the first six different departments represented
were selected for the focus group. The focus group consisted of six participants and included
four participants who had already been selected for the semi-structured interviews and two who
volunteered for the focus group but declined a one-on-one interview. This approach entailed
conducting a wide inquiry, and many participants would have been a challenge to the research.
Instrumentations and Data Collection
Data were collected through focus groups, semi-structured interviews and artifacts related
to the courses participants taught: curriculum, syllabus, handouts, lesson plans, and LMS
websites. Different sources of data complement each other and enabled me to delve into the
research questions in detail. The various research instruments and how they were utilized to
gather data are discussed below.
Interviews
In a naturalist inquiry, interviewing is the common data collection technique. Browne
(1960) defined interview as a purposeful conversation with study participants. The most common
aim of an interview is to establish what someone thinks. Interviews are one of the best methods
of extracting knowledge on people’s experiences. Interviews also assisted in understanding the
lived experiences of the respondents and their subsequent application of these experiences into
how they teach international students. To understand important ideas and themes, researchers
should use comprehensive interviewing (Browne, 1960).
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
42
Interviewing involved well-structured and open-ended questions and responses (see
Appendix H). To narrow the topics, a semi-structured interview method was chosen. An
interview that is completely unstructured may not evoke themes and topics related to the research
questions (Browne, 1960). The interview protocol included predominantly open-ended questions
with opportunity to address emergent questions. To refine the interview questions, procedures,
and validity, pilot interviews with three instructors were completed prior the actual study
interviews.
Semi-Structured Participant Interview
The 24 instructors selected participated in a semi-structured interview at their office or a
quiet location that was convenient for them. The semi-structured interview provided a
framework for the questions while allowing for some flexibility for the interviewer to ask follow-
up questions and to examine ideas and themes that might have been missed during initial
question development. The researcher was already familiar with the questions and was prepared
to ask follow-up questions for clarification or greater understanding. Each interview lasted
between 50 minutes and an hour. The total time spent conducting one-on-one interviews was 25
hours. The interviews were recorded, and the recordings were saved in password-protected files
on the researcher’s private cloud storage account for later transcription. Member checking is
essential for accurate understanding of data collected. To ensure transcription accuracy,
participants were provided an opportunity to review the transcript of their interview prior to
coding. None of the instructors interviewed requested to review the transcripts.
After each interview, the researcher wrote memos regarding his feelings, initial
interpretations, confusion, and thoughts. These types of memos help qualitative researchers
engage in self-reflection, which is necessary for intellectual development (Browne, 1960). In the
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
43
memos, the strengths and limitations of each interview were documented, which helped to
improve questions for subsequent interviews. The memos also assisted the researcher in recalling
details of the interview, such as environment, interaction with participants, and perceived mental
activities during the interview.
Focus Group
Emails sent to the instructors included an invitation for instructors selected for interviews
to also participate in a focus group discussion. The original intent was to have two focus groups,
but this was not realized due to scheduling difficulties and poor response at University One. Six
respondents participated in a single focus group. Although four of the six focus group members
had already participated in interviews, the focus group data differed from interview data because
it was the result of an interactive discussion between members of the group (Merriam & Tisdell,
2016). The focus group was asked to discuss six questions related to CRP. The focus group
lasted 65 minutes (Appendix I). The focus group allowed for interaction between faculty
members and provided an opportunity for instructors to build upon each other’s ideas related to
teaching international students. The use of the focus group also expanded the ideas captured
during prior individual interviews and helped triangulate the data. Data captured from the
recording of the focus group discussions were included in the research analysis and thematic
coding with interview data.
Document Review
In addition to interviews and focus groups, relevant documents were collected from
participant instructors and the university website. Blessing and Block (2009) defined the term
“document” as a range of written and symbolic records as well as any materials and data that are
available. Documents are useful resources in triangulation and can increase the validity and
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
44
comprehensiveness of any study. Researchers make use of documents to find out, select,
synthesize and make sense of the information of those documents. In the study, the relevant
documents were curriculum, student enrollment data, course syllabus, and lesson plans the
faculty members provided. A request was made to participating instructors to provide course
syllabi and lesson plans prior to interviews so the documents could be used to tailor specific
interview questions related to the choice of methods used to instruct international students. The
request asked for copies of course syllabi, assignments, and in-class handouts containing
information about learning activities, course content, grading policies, course objectives, and
how these objectives are to be accomplished.
The documents provided allowed me to examine how international students’ linguistic
knowledge and culture were considered in course development. Specifically, the integration of
CRP into the classroom environment was documented. In addition to verification of methods, the
documents also informed the researcher as to the teaching methods used by different instructors.
The curriculum contained information about courses and proficiency expected. These documents
also revealed clues to CRP methods instructors were using that differ from those of other
instructors. It was hoped that the data would verify that the instructors were implementing the
practices they indicated they were using during interviews. However, actual documentation of
how the course was conducted and course materials were provided only by three of the
instructors. This limited sample was not sufficient to include in the study results, although the
submissions did provide material that helped guide follow-up questions during interviews and
the focus group.
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45
Data Analysis
Data analysis is an ongoing engagement and is a process that starts when the first piece of
data is collected; as such, data collection and analysis took place simultaneously. To embrace
this process, the researcher used software on a smartphone to transcribe the interviews and focus
group audio. Computer-generated transcription took place as soon as each interview was
completed. This assisted in the formulation of follow-up questions for the interview and helped
ensure that the transcription was accurate. The field notes were attached to the interview protocol
and transcripts of the interview. After the focus groups met, field notes were compiled into a
separate document and labeled with pseudonyms for the participants
After collection of data, qualitative analysis software was used for to code the transcripts
for data analysis, interpretation, and theme identification. Coding of responses was formulated to
provide structure to the data analysis. Gibbs (2012) defined word coding as the cataloging of
passages of data per their content or what they are about (coding or indexing) to make easier the
process of retrieval of similar labeled data (retrieving). The transcripts from interviews and focus
groups were also coded to identify themes corresponding to the CRP framework.
The data were presented in a descriptive, comparative case format. These narratives
presented the data and distinguished between my voice and the views of the participants. To
achieve a high-quality case analysis, all evidence and rival interpretations were included,
although the focus was on the most significant aspects of the study (Gibbs, 2012).
Credibility and Trustworthiness
Researchers should not deviate from the influence of underlying theories or assumptions
about their investigations. As the primary tool for collecting and analyzing data, what the
researcher was seeing from the data was his/her interpretation. Still, the researcher had to apply
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
46
techniques in his operations so as to gain trust about the investigation (Gibbs, 2012). Through
member checking and peer briefing, triangulation and trustworthiness were achieved.
Member Checking
Member checking followed analysis, if needed, to have the participants provide
clarification on some of their words or statements (Gibbs, 2012). With member checking,
respondents were placed in a position during the focus group to confirm or oppose both the
interpretation and conclusion of the researcher (Lincoln & Guba, 1985). The final report was on
the researcher’s interpretation of participant-reported experience, and its correctness may or may
not be approved by the participants. Member checking provided the focus group participants an
opportunity to assess some of the data. The researcher was required to invent ways to allow
respondents to participate in reducing assumptions and ambiguity through a review of the
researcher’s material. Largely, member checks were aimed at bringing in the contributions of
each participant (Lincoln & Guba, 1985). Both informal confirming questions and transcript
reviews were employed to confirm the accuracy of the data.
Peer Debriefing
Throughout the study, instructors familiar to the researcher, but not included in the study,
were consulted on research design, methods of data collection, and data analysis. Under this
process of peer debriefing, the researcher involved peers as an external party to the research.
This was done purposely to look into aspects of inquiry that, without exploration, would have
remained only inherent with the researcher’s mind. Peer debriefing helped to raise questions
which might be related to the research regarding design and methodology. Also, peer debriefing
was aimed at keeping the researcher authentic throughout the course of interpreting data and
avoiding researcher bias.
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47
Triangulation
Triangulation is a researcher’s tool which is not limited to the stated perspectives or
methods in qualitative research (Patton, 1990). Simply, triangulation involves using two or more
data sources to validate data analysis. Triangulation also helps the researcher avoid bias after
comparison of the findings. This study used interviews and focus groups to triangulate the data.
Combining data collected from the written lesson plans and the participant responses during
interviews aids in determining how participants intended to incorporate CRP methods into
classroom activities. In addition, focus groups made up of instructors from the interview pool
allowed for broader discussions among instructors on what they reported were effective methods
when trying to engage international students in the classroom.
Ethical Considerations
Creswell (2014) stated that ethical issues are bound to arise in different phases of the
researching process. Before conducting a study, the researcher is received approval from the
University of Southern California’s institutional review board as well as permission and support
from University One and University Two. At the start of data collection, the participants were
provided an information sheet that stipulated the purpose of the study, potential harms, risks,
benefits, and the method of reporting and distributing the findings. The researcher offered the
participants coffee and snacks at the venue of the interview, and, upon completion of the
interview, each received a gift card w to show appreciation for their commitment and time for
the interview.
A risk in the study may be hesitancy by the participants to answer some questions they
may have though would lead to a criticism of their methods. To help alleviate this concern,
communication via emails and or phone calls established a rapport with them prior to the
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48
interview and data collection period. Another risk was the dominance of the interviewer during
the interview. The researcher sought to avoid power imbalance during interviews by avoiding
asking leading questions, sharing personal thoughts, and disclosure of sensitive information
(Creswell, 2014). In the participant’s observation, the risk would come from Hawthorne effect.
The Hawthorne effect is the attempt by the interviewee to behave differently knowing
that they are being studied. The longer a researcher stays in the field and attends activities with
participants, the less there is Hawthorne effect and the more rapport is established. The
confidentiality of participants and their private information shared was assured and maintained
during and after the research. Privacy was achieved through safekeeping of data and proper
disposal of documents. The data were void of private information and stored in a personal
password-protected laptop (Creswell, 2014). When reporting the findings, strict attention was
made to avoiding plagiarism and any other information that would bring negative effects to the
participant. The research was written with understandable and uncomplicated language suitable
for readers at all levels of academia. The researcher intends to publish findings at a later date,
and the intent is to provide copies of the research report to the instructor participants, the
university deans, my research advisor, and my research dissertation committee members.
Role of Researcher
Unlike quantitative research where the role of the researcher is basically non-existent, in
a qualitative study, the role of the researcher is as an instrument of data collection (Lincoln &
Denzin, 2003). Given their integral role in the research, the researcher should have very little or
no influence on the activities being studied, the data collection, or the data analysis. Personal
motives and biases can have serious consequences on the validity of the work, and researchers
must be aware of this and take steps to avoid influencing any part of the study (Maxwell, 2013).
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
49
The researcher in this study has over 15 years’ experience in various teaching roles with
the United States Air Force. These roles included teaching different management and leadership
courses in the Airman Leadership School program, the Air Force First Sergeant Academy,
Contingency Planning Courses, and headquarters level staff instruction. This experience was
primarily lecture-based with some guided discussion. Students in these classes ranged in age
from 18 to 60, and classes were composed almost entirely of U.S. citizens whose primary
language was English.
For the past three years, the researcher has been an adjunct lecturer at a medium-sized
private university and at a public 4-year university. The demographics of the classes at the
private university have a large population of international students, with some enrolling more
than 90% international students. The public university classes primarily enroll local students. In
both environments, there are different cultures and approaches to how students interact with each
other and the instructors. Having taught at the undergraduate and graduate level for three years,
the researcher adapted classroom pedagogy continuously in an effort to improve learning
outcomes.
Taking this into consideration, the researcher made an effort to be aware of personal
thoughts about how the participant instructors perceive their roles and the methods they use to
connect with international students. This required careful review of the recordings of interviews
to ensure the researcher did not ask leading questions or challenge the participants in any way.
The researcher also took notes on interview protocols as a reminder to be objective. As a
qualitative researcher, every effort was made to ensure that personal ideas or thoughts are not
projected onto any of the study participants either in the focus groups or during interviews.
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50
CHAPTER FOUR: PRESENTATION OF DATA
In this chapter, demographic data describing the participants is presented along with
profiles demonstrating their role as instructors in classes enrolling international students. Data
were collection collected from 24 one-on-one interviews and a focus group. Following a semi-
structured interview format, data were collected about instructors’ teaching backgrounds,
philosophy of appropriate pedagogies, classroom experiences, and CRP-related training.
Qualitative data analysis computer software was used to transcribe audio files, build a code book
(see Appendix J), and code the interview and focus group data to identify themes. The findings
produced five primary emergent themes: (a) instructors do not have basic pedagogical training,
(b) institutions of higher education do not provide training for teachers on how to approach
classes composed of students from varying cultures, (c) student-focused teaching is a primary
factor in predicting better learning outcomes, (d) small group work is essential to increasing the
level of engagement of international students, (e) rigor in the classroom does not have to be
negatively impacted when there is a focus on student level engagement. The study’s research
questions were:
1. What are instructors doing to adapt their pedagogy to serve the learning needs of
international students?
a. What challenges and difficulties do the instructors face when teaching
international students?
b. How do instructors modify the classroom instruction, to encourage international
students’ participation in exercises and discussions?
A review of literature shows a large number of studies focused on how international
students adapt to the U.S. educational environment and the impact of various support systems
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51
designed to help them acculturate. However, there is comparatively little research on the
instructors themselves and how they are trained to work within a multi-cultural classroom. The
purpose of this study was to explore the practices and characteristics of instructors of
international students and determine how they adapt their methods to increase these students’
level of engagement. The adoption of culturally relevant pedagogies was studied to determine
how much focus instructors place on addressing the needs of a multi-cultural classroom.
Participant Demographic Overview
Study participants came from two mid-sized, private universities with a combined total
student population of 7,755. The total student count included 1,828 international students, or
24% of the total student population.
Figure 1. Amalgamated total population for students attending the universities studied.
To minimize bias toward specific cultures and influence on pedagogy, two universities
were selected for the study. Both universities promoted a multicultural environment for their
students, and both made efforts to recruit international students. A comparison of the top 10
countries represented in the international student bodies at each school confirmed the initial
observations of diversity as reflected in Figure 2 and Figure 3 below.
1828, 24%
5927, 76%
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
52
Figure 2. Percentages of 315 students representing the top 10 nationalities at University One.
.
Figure 3. Percentages of 889 students representing the top 10 nationalities at University Two.
Although the study participants came from two universities, the focus of this study was
on individual instructor pedagogy and not institutional practices and policies. Therefore, the data
from the participants at the two universities were amalgamated, and the findings represent both
groups of instructors together as a single study.
Participant Descriptions
Email invitations were sent to all 294 full and part-time instructors currently employed at
both universities. Of the 294 instructors invited, 59 responded to the initial web-based screening
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
53
survey. Out of the 59 respondents, 31 volunteered to participate in either one-on-one interviews
or focus groups. Twenty-four instructors with direct experience teaching classes enrolling
international students participated in the one-on-one interviews. Of the 24 study participants, 9
identified as female, and 14 identified as male. All participants are referred to by pseudonyms in
this study. The participant sample group included higher education instructors with teaching
experience ranging from one year to 24 years, with a mean of 12 years. The participants were
sub-divided into three groups based on years of experience teaching in higher education. New
instructors were those with 1 to 3 years’ experience, mid-level instructors had 4 to 10 years’
experience, and senior instructors had 10 or more years’ experience. The number of participants
in each group were four, seven, and thirteen, respectively.
The four instructors with one to three years of experience teaching in higher education
were Evelyn, Henry, Aubrey, and Paul. These instructors, two males and two females, were
recent hires and had no previous experience teaching at any level. The seven instructors with
four to ten years of experience teaching in higher education were Al, John, Watson, Lily, Avery,
Mark, and Leah, four males and three females. The 13 instructors with 10 or more years of
experience teaching in higher education were Grant, Sophia, Grayson, Andrew, Henry, Joshua,
Levi, Camila, Nora, Logan, Jacob, Mila, Mateo. The senior instructors’ group is made up of nine
males and four females. The participant demographics are shown below in Table 1.
Table 1
Study Participants by Gender and Years of Tertiary Teaching Experience
Years of Experience Male Female Totals
1–3 Years 2 2 4
4–10 Years 4 3 7
10+ Years 9 4 13
Totals 15 9 24
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54
Initial coding did not reveal significant differences in themes between the experience
groups. The themes identified below represent all experience groups and both university sample
groups together.
Emergent Themes
Five themes emerged during the course of this study: (a) instructors do not have basic
pedagogical training, (b) institutions do not provide adequate CRP training, (c) student-centered
learning is a key to increased student engagement, (d) small group work is a key to international
student engagement, and (e) rigor in the classroom need not to be reduced.
Theme 1: Instructors Do Not Have Basic Pedagogical Training
Nine of the 24 interview participants specifically stated that a lack of training on the
basics of teaching a class was a barrier to their effectiveness in teaching both international and
domestic students. This finding emerged as the participants discussed any training they received
to prepare them for a multicultural classroom. With the exception of the five instructors of
education, the instructors interviewed had not received any pedagogical training prior to their
assignment as an instructor at a university. Aubrey stated,
In terms of the teaching aspect, I’ve never received formal instruction in how to teach.
But, in terms of cultural competency and that sort of thing, then I’ve received formal
instruction in that while I was working for the government here.
When asked if he had received any pedagogical training prior to getting his position as a
university professor, Levi stated, “No, absolutely not. So, I found out about this at the beginning
of my career here, and they said, yeah, go. And it was awesome ’cause I didn’t know hardly any
of this stuff.” When asked the same question, Nora said, “not everyone is just ready to teach,
and Albert Einstein might have been a Nobel prize winner, but I’m not sure how good he’d be in
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
55
classroom with children.” When queried about her experience with other instructors, Nora
further said,
So many faculty don’t come with teaching experience when you learn your math, you
learn your science, but you really don’t know your pedagogy, and you can be a brilliant
mathematician and still not be able to teach it to someone else.
Many of the participants stated that, without having basic teaching skills, it was much harder to
teach international students in multi-cultural classroom settings. When asked if basic pedagogical
skills helped teach international students, Nora said,
I think it helps all the students. I think better faculty are, I mean, we know that better
trained teachers help students. And, yet, we know, the research and education is so strong
that highly qualified teachers are better. I mean, if you’ve got an effective teacher, it’s
better instruction, it’s better for the students’ outcome.
Jacob, a senior instructor and department chair, reflected on his own experience and that of
instructors he has worked with and said,
I realized that most instructors, I would say all instructors, I’ll take it to an extreme, are
not educated on how to teach. You get a PhD for your discipline area, not how to teach.
And most instructors are extremely uncomfortable for being called on this and found out
that they are not actually instructors. They know something about the content field and
that’s it. They don’t know how to teach.
The overall theme from 10 of the participants was that they were unprepared to teach
when they stepped into the classroom. This recognition that it did not seem to matter that they
had not been taught to teach was further highlighted by Camila when she said, “They just said,
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
56
go. If you have a PhD, you might know. Yeah. Every mathematician must know how to teach
math.”
A lack of basic pedagogical training was identified by 27% of the participants as an
impediment to effectively teaching both domestic and international students. They further
identified that, without this foundation to build on, they did not know how to implement different
approaches when dealing with a multicultural classroom. Henry best summed this up by saying,
“It doesn’t matter if they’re international or not. It just boils down to good teaching and
genuinely caring about the learning that’s going on. That’s what really matters. It really just
comes down to good teaching.” Instructors of international and other multi-cultural students
need to have a basic foundation of pedagogy and not just be a subject matter expert to
successfully engage their international students. Shulman (1986) found that a teacher must have
many methods of representing and presenting subject matter content to make it comprehensible
to others. He also recommended testing of pedagogical content knowledge that actually
measured those skills.
Theme 2: Institutions Do Not Provide Adequate CRP Training
Instructors reported they were unprepared for the unique challenges they would face in a
multicultural classroom. They were more concerned with simply facing the students and
knowing how to engage them and do a good job teaching than they were with understanding the
makeup of the class and how it might affect their pedagogy. Twenty participants reported that
they had little or no training in CRP. When asked if any CRP training was offered when he
started in his current position, Jacob said, “I don’t think so. Not that I recall.” This was a
recurrent theme with most of the instructors. Leah, Grayson, and three others had similar replies
of, “None” or “None that I know of.”
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57
The general consensus among the instructors was that it is assumed that instructors
already know how to teach both domestic and international students and that further training is
not required. This assumption is often based on the instructor’s past experiences that may or may
not be directly applicable to pedagogy. Camila experienced this when she began her current
position. During the focus group discussion on what training was provided to instructors when
they first start teaching, Camila replied,
None. It’s almost an assumption. In fact, the assumption on my end is, because I am an
international student, I must know how to teach Polynesian. That’s the assumption.
Because I’ve traveled to some other places or I visited some countries, then I must know
all of this culture. We just assume that, if you have taught a hundred students, you must
know. There’s a big assumption. If you have taught, if you have a PhD, you must know
how to teach, test, and sometimes, you know, if you have lived in another country, you
must know of the culture there.
Paul said that he received no training on how to deal with international students. However, he
has background in the hotel industry that helped him adapt to a multicultural classroom. Paul
went on to say,
I have quite a bit of international experience. Being in the hotel industry for 30 years, I
saw my fair share of international guests. And so, hopefully, there is some sort of, what’s
the word I’m looking for? I’m speaking from a stance of experience. I’m not, you know,
if I had never lived internationally, it would be maybe hard for me to relate it to
international students.
This informal experience in a multicultural setting was cited as a key factor in helping
instructors adapt to a multicultural classroom by many of the interview and focus group
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
58
participants. These same instructors also said that, if it were not for their non-teaching experience
dealing with other cultures and nationalities, they would have received no training or preparation
at all. When asked about the training he received on how to deal with a multicultural classroom
when he arrived, John said,
I got a one-hour breakfast meeting with an associated article and not much of a
discussion about the article, but just read this article before the meeting. I think it was the
VP of academics who stood up and talked about the diversity at the university. It really
wasn’t anything of any significance other than being aware of that there’s diverse
populations.
Grayson said that, “in terms of formal training or resources, the answer’s none, mostly just
anecdotal comments from other professors that had a handle on things.” During the focus group,
Andrew said,
I consider myself fortunate maybe that I was international, deemed an international
student. So, at least from my perspective, I could, you know, even if it’s for a brief
moment I could put myself in those shoes because of that lived experience. In terms of
formal training, because I don’t minimize the informal that lived experience, but formal
training, I don’t remember any. I don’t know.
In spite of the fact that both institutions have a stated focus on multi-cultural classrooms,
and both actively recruit international students, none of the instructors said they had been asked
about their qualifications to teach, let alone teach international students. The assumption that
they were qualified was never questioned or evaluated. Camila stated that she was surprised that,
“Nobody ever came in and assessed my class. They just assume.”
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
59
Even when some training is offered, current instructors often do not take advantage of it.
Grant became aware of workshops that were being held on how to work with ESL students, but
without encouragement from the administration to attend, he passed them up. Grant said,
They offer workshops on working with ESL students. No, I don’t go to those. So, yeah,
they do offer those, those classes for new faculty. I’ve only been here six months, so I
haven’t been doing it.
Levi also did not feel that what the workshops offered could lead to improvements in how he
was already teaching, and he said, “I think they’ve made it available, but I haven’t taken
advantage of it. Okay. So, there isn’t really an option.”
A lack of focus from university leadership on preparing instructors to be successful in a
multi-cultural classroom fosters a culture where instructors continue to learn by trial and error.
The lack of training makes it harder for both new and experienced instructors to know how best
to engage their international students. For those who have learned through trial and error, some
common themes emerged on pedagogies they felt produced the best responses from their
international students. A key observation by most instructors was that a “sage on the stage”
approach was very ineffective, and they needed a more student-centered approach.
Theme 3: Student-Centered Teaching Is a Key to Increased Student Engagement
The instructors interviewed agreed that engaging with international students requires a
different approach than a classroom of all U.S. domestic students. Among the challenges
identified were English language proficiency, getting to know each student as an individual,
cultural and societal differences between U.S. classrooms and classrooms back home, and
understanding expectations of both international students and the instructors. Of these
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60
challenges, instructors identified what they thought where the hardest to overcome and some of
the methods they used to do so.
Language barriers. All of the instructors in the study reported that their approach to
teaching international students was affected by either a real or perceived language barrier. In
some cases, the instructors assumed that students would have difficulty because of the language
barriers, and they made adjustments to how they taught. Comments from the focus group
included “the other bias is, just because they don’t speak in class, it doesn’t mean that they
cannot write.” In many cases, the students would sit quietly and not participate because they
feared their English was not good enough, or they just did not understand and were embarrassed
to admit it in front of their peers. Many of the instructors said they had developed techniques that
seemed to help students to understand the content better. Logan said he “learned real quickly that
slang and figures of speech don’t work in a class with international students.” Joshua shared a
technique that he learned from another instructor about using new words in the classroom. He
said, “Whenever I introduce any vocabulary, any word, I will physically write that word on the
board. I won’t just verbally say it and then describe it. I will distinctly write the word out.”
Brian recognized that international students do not always think in English, and he said, “I’m
aware of the fact that I’m shooting my materials out at students who are trying to process
English.”
Several instructors echoed this idea that the students do not think in English and that
everything that was said in the classroom had to be translated and processed by the students
before they could engage or participate in the class discussions. Mateo said,
I know that some of my peers, if they’ve never had or taken an educational experience in
another language somewhere else, they are without the sympathy. They don’t understand
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
61
how demanding and exhausting this is. Some of these ideas are just hard in your own
language, let alone be trying to translate that in your head as you’re going along and
make it make sense.”
Henry also recognized the difficulties that international students have understanding English. He
said,
One thing I have really been conscious about since I’ve gotten here is trying to really
clarify every little definition, and I don’t take for granted anymore that they know
everyday words, that I just, five years ago, I assumed they knew. Say, for example,
writing a test question. I’m very cognizant about the words I use. I want to make sure that
they understand what’s being asked because I don’t want my test to be testing on their
understanding of the English language when I’m testing them on math.
One-on-one interaction with students. Instructors at all levels of experience expressed a
belief that it was imperative that students be recognized as individuals within the classroom
community. While there are many tools and techniques to achieving this goal, the most often
cited was knowing and using each student’s name. Mark explained what his first day of classes
looked like. He said, “a typical first day of classes is essentially just getting to know the students
and trading and trying to start setting expectations.”
Eleven of the instructors felt strongly that it was very important to address each student
by name and to learn something about each of them. In some cases, instructors expressed that
they knew the names of all their students by the end of the first class. This attention to each
individual was viewed as a key to students’ feeling that they mattered and that the instructor
cared about their personal success. During the focus group, all the participants agreed that
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
62
knowing student names showed them that they mattered to the instructor. Camila recently
conducted a study, and she said,
I conducted a research study myself when they discuss with students, especially the ones
who have challenges in school when they leave high school. What is the one thing that
you want your teacher to know about you? They all, every single one consistently said
my name. A name is a very sacred and personal thing, so one of my challenges for myself
is that I spend a lot of time knowing students’ names.
Instructors used various techniques, including providing name tags and having students
say their name every time they spoke in class. The main theme was to get the students more
comfortable around each other and to let them know you cared about them enough as a person to
learn their name. Evelyn said, “I learned their name within the first couple of days of class and,
every time they raised their hand, I call them by name.” Mateo explained the value of knowing
his students’ names when he said, “it seems like a simple matter again, but to know them by
name and to refer to them by name immediately changes the relationship.”
Cultural differences. The preconceptions that instructors have about international
students are sometimes based on assumptions and experience. Participants pointed out that, being
aware that cultural differences exist in the classroom, it was important to go beyond
preconceived notions of what to expect from certain cultures. Joshua summed it up when he said,
I kind of expected that the student academic ability might have something to do with their
cultural background. I kind of expected that, but I found, in general, that’s not the case, at
least in my own classes, that students are students wherever they’re from. And I think
that it’s important is for me as a refresher to recognize they’re just young kids and,
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oftentimes, they’re in college for their first year and it may be even harder because it’s
now they’re at a foreign country.
Many of the instructors pointed out the differences between how U.S. students interacted
in class versus their international counterparts. In general, the U.S. students were much more
likely to engage in class and to speak out when questions were asked. The instructors reported
that that their typical international students were reserved and tended not to offer their thoughts
or answers to questions. This behavior seemed to be as much about a lack of confidence in their
language skills as it was their own cultural norms from home. Paul said, “I’ll just ask my, a lot of
my students who would say, what did was your classroom like before you came here? And
usually it’s, you don’t speak unless you’re spoken to.”
Managing expectations. Instructors generally do not make an effort to find out what
their students expected in the way of teaching styles. Sixty-seven percent of the instructors said it
was important to spend a significant of time making sure the syllabus was clear to the students
and that they knew exactly what they were expecting from their students in class. Most felt that it
was more important for the student to understand what the instructor wanted them to understand,
than what the student expected from them. When Watson was asked if he ever asked what his
student’s expectations were or how his class compared to their classrooms back home, he
replied, “No, to be honest. I just say, you’re in my world now, and you’re going to have to have
to figure this out. I just get too many folks who come and they melt down about various things.”
Henry had a similar response and he said, “No, I don’t. I think we get too wrapped up in this
learning style and verbal and visual and listening.”
Most of the expectations were focused specifically on what the instructors expected from
their students in terms of policies, assignments, and due dates. In some cases, the instructors
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recognized that the students might have a different expectation on how the class will go, but they
do not actually discuss it with students. Logan said,
I’ve had international students that pretty much feel as though we teach the same way and
then are surprised to find that, no, we don’t. So, I try to put some kind of teaching model
right in my syllabus so that anybody that hasn’t been exposed to the American system or
at least a system different than what in Europe, then they can see what I’m doing.
Camila said that she tells her students,
I gave you the review for the exam right from the beginning. I don’t wait to two weeks or
two days before. You should know what I’m going to test it. So, we take away the
guessing game. That’s what it’s part of. Building your trust. There’s no anxiety. You just
know when you come to class and teach. I’m going to add, I’m going to ask you this, an
exam, I would tell them very clearly because I want you to review your notes.
These examples show the importance that the more experienced instructors place on making sure
all of their student know exactly what is expected of them.
Theme 4: Small Group Work is a Key to International Student Engagement
Six of the instructors said that they started teaching using the same methods their
university instructors used when they were in college. During the focus group, the topic of using
slides came up and all of the group members agreed that the old school “sage on the stage”
method of teaching was no longer relevant. While not completely eliminating slide-based
lectures, the majority agreed that more interactive activities were far more effective in getting
students engaged and participating.
Over 83% of the instructors reported that having students work in small groups is the
most effective way to get international students to engage in the classroom. Whether it is a
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language confidence issue, being afraid to be wrong, or just being shy, international students
tend to not want to speak up in a large classroom setting. Mateo explained how he overcomes
this challenge:
I know some people want to just do the Western thing: I will call on you and you answer,
you respond. That can be very traumatic for certain cultural groups to put them on the
spot like that. And, so, I’m trying to be very sensitive. I want them involved. I want them
participating. So, the best way is what we’ve been talking about, is, if I can get them into
groups of three to five and then with their classmates formulate some way, they’re going
to present together and they’re accountable to each other and then that person speaks and
they’ve had an opportunity to think about it and figure out how they want to present it.
The general consensus among the instructors was that, once students are in smaller groups or
even pairs, they are much more likely to engage and share their thoughts and ideas. During the
focus group, John said, “I do a lot of small groups because if they’re comfortable with their peers
in the classroom, they’re more open and, and that’s what I realized, especially for international
students.” The purpose of the groups is typically not just to come up with an answer. Most of the
instructor’s view group work in the classroom as a way to get the students actively engaged in
the content being discussed. Grant had this to say,
Most of our group work is not rated. It’s a means to an end typically. So, in my class, we
might have a reading passage, and we engaged them in pre-reading activities where they
discuss it or something like that. We want them to communicate across cultural and
linguistic backgrounds.
Watson also used the group activities to help students gain confidence in themselves
while helping other students. He does this by pairing up stronger students with weaker students.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
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He said, “I’ll often times encourage the folks to find somebody who’s struggling, if you
understand this material, and teach it to them.” While some intentional pairing takes place in
most of the classrooms, most of the instructors used a more random approach to forming groups.
Paul used a forced randomization method to form groups. He explained,
I don’t ever let them pick their own groups. I’m always, randomly, so that the system we
use can randomly assign groups. And, so, I’ll have the system pick the groups for me, so
that there’s no inherent bias on my part. And I like that it gives them the opportunity to
work with different cultures and understand those cultures a little bit.
Evelyn used groups to get students together that might have shared experiences just to get them
talking. She said,
I kind of pair those kinds of experiences with group experiences where they do have
someone to lean on, but they’re still speaking English, they’re still communicating. And,
sometimes, just having someone who has some shared background in a group helps them
be more vocal.
Six of the instructors said they specifically assigned student groups using cultural
background as a criterion for whom they would be working with. Sophia said, “In some of the
activities, I will actually call the names and form the groups, and I tried to mix. If they’re from
different countries, I try to mix the groups up.” Mateo observed,
The students will gravitate to each other in the classroom where they even sit. Let’s get
these cultural pods, and they gravitated to their comfort zone. And it’s not that they’re
speaking their language. Sometimes, they’ll do with each other, but this is that comfort of
being together. So, sometimes, I’ll just come in and just say, okay, you’re over here and
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you’re, so that they have to move around in the room. They can’t just sit there with their
cultural mates.
There were two main reasons that the instructors gave for using small groups and mixing
them up: students were more comfortable expressing themselves around others in a small group
where they got to know each other, and the small groups encouraged a sharing of multi-cultural
experiences.
Theme 5: Maintaining Rigor
There was considerable discussion about the impact of making adjustments to classroom
pedagogy for international students and how it might affect rigor. Camila, Grant, Paul, Evelyn,
John, Al, Henry, Avery, and Jacob agreed that rigor did not need to be adjusted for international
students. At the same time, nearly all of them said they needed to adapt their pedagogy and how
they delivered content to meet the needs of their international students. Twenty-one instructors
interviewed said that the rigor of their classrooms had not significantly changed to accommodate
international students. However, three instructors felt they did not need to change anything about
the way they were teaching. Notably, the subjects that these instructors taught were all science
and math. Grant said,
I’m not apologetic about holding to those standards. Those are very important because
they have a lot to say about who we are as an intensive English program to our colleagues
outside of the program who get our students who graduate. So, it’s like I said, those
Polynesian students that I have in my class right now, I’m not slowing down. And so
yeah, the rigor has to be there, has to be strong.
When asked about adjusting standards for international students, Levi was one of the few
instructors who felt that the way he taught the content did not need to be different for
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international students. With that being said, he did not change anything about his assessments or
grading to adapt for international students. He said,
Well, let me put it this way: I won’t change. I mean, they have the textbook, they have
the reading writing center, they can get help. They have tutors. I give them as much time
as they want on any exams. I let them use dictionaries. I teach it the same.
Some instructors made comparisons with other faculty and how they viewed adjusting standards
for international students. When asked if the standards might have to be adjusted for
international students, Aubrey stated, “I kind of have a low tolerance for other faculty saying it
does sometimes because I think, sometimes, it’s just laziness like in terms of changing your own,
like the way you liked doing things like as a teacher.” This viewpoint shows that even instructors
working together at the same university do not agree on how much effort they should put into
shifting from what they have always done to a more student-centered style of teaching. Nearly all
of the instructors believe that rigor must be maintained. Camila summed up the viewpoint of 21
instructors when she said,
I do not grade you on a curve. I expect everyone to meet that bar. There’s a bar that you
need to meet as a teacher. My job is to help you meet that bar, whatever I need to do.
Conclusion
This study explored the experience, training, pedagogical philosophies, and self-
perceived effectiveness of instructors of international students at two private universities. Data
collection included identification of challenges as well as the pedagogical models instructors
adopted to ensure that they maintain rigor and provide the content knowledge required. The
responses to the research questions provided insight into how the instructors adapted their
pedagogy through the lens of the CRP framework as shown in Figure 4.
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Figure 4. Culturally relevant pedagogy framework for study.
Instructors were asked to share their experiences and thoughts about the instruction of
international students from the time they started teaching until the current time. Five themes
emerged from the interview data: (a) instructors do not have basic pedagogical training, (b)
institutions of higher education do not provide training for teachers on how to approach classes
composed of students from varying cultures, (c) student-based learning is a primary factor in
predicting better learning outcomes, (d) small group work is essential to increase international
students’ level of engagement, and (e) rigor in the classroom is not impacted when there is a
focus on student engagement.
The experience level of the instructors varied widely, but the perspectives shared by the
group as a whole aligned well with the five themes identified. Most of the instructors felt they
were unprepared to teach when first placed in a classroom, and there was little to no pedagogical
training provided to them by the institutions that hired them. They received advanced degrees in
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subject matter but little to no training on how to pass that information on to their new students.
The lack of preparation and training carried forward as they taught varying numbers of
international students. While some instructors had been exposed to a multi-cultural environment,
most were not, and they were left to figure out to engage with these students on their own
through trial and error.
Through this trial and error, instructors found that international students do better in an
environment where they are made to feel comfortable. This happens by instructors knowing their
names, not having to speak up in front of a large classroom and focusing more on the content of
the curriculum and not on trying to learn English. By having clear expectations explained to
them, international students saw how their expectations might vary from their new U.S.
instructors’ expectations.
In institutions that began providing training after the instructors had already started
teaching, there was no requirement to attend or complete CRP-related training. Without an
institutional leadership focus on this training, the integration of CRP into the way instructors
teach will be a very slow process. In Chapter Five, the researcher discusses the resulting analysis
of the data, how it ties in with previous research, and how the findings help answer the research
questions. Also, future research opportunities related to this area are identified.
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CHAPTER FIVE: DISCUSSION AND RECOMMENDATIONS
The purpose of this chapter is to provide discussion and recommendations based on the
findings presented in Chapter Four. This qualitative study explored the use of CRP by instructors
of international students in American universities. During data collection, five themes emerged:
(a) instructors do not have basic pedagogical training, (b) institutions of higher education do not
provide training for teachers on how to approach classes composed of students from varying
cultures, (c) student-based learning is a primary factor in predicting better learning outcomes, (d)
small group work is essential to increase international students’ level of engagement of, and (e)
rigor in the classroom is not affected when there is a focus on student engagement. The
discussion also addresses how the themes help answer study’s research questions:
1. What are instructors doing to adapt their pedagogy to serve the learning needs of
international students?
a. What challenges and difficulties do the instructors face when teaching international
students?
b. How do instructors modify the classroom instruction, to encourage international
students’ participation in exercises and discussions?
This chapter also incorporates a discussion of the challenges involved in instructing a growing
number of international students in U.S. colleges and universities and the relates the findings
with the literature cited in Chapter Two. Implications for practice are presented along with
recommendations for future research on this topic.
Discussion of Findings
As addressed in Chapter One, a review of existing literature shows a large number of
studies focused on how international students adapt to the U.S. educational environment and the
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impact of various support systems designed to help them acculturate. Bensimon (2007) looked at
hundreds of quantitative studies focusing on how much of a student’s success is predicated on
the level of effort they put forth. This paradigm of attributing students’ success or failure solely
to their level of effort minimizes the instructor’s role in students’ learning outcomes. The
discussion begins with the challenges and difficulties instructors face when teaching
international students.
Changing Demographics
None of the 26 participants in the study felt there was a marked increase in the number of
international students in their classrooms that might require a change in the way they taught. This
finding is counter to the research on the growing number of international students (IIE, 2017).
While the instructors did not perceive a significant difference in the number of international
students, they did report changes in students’ country of origin. It is reasonable to assume that
shifting demographics of larger groups of students are at least partially based on targeted
recruiting efforts by the schools in an effort to provide a more diverse cultural experience for
their students, added prestige, improved quality of education, and increased revenue (Altbach &
Knight, 2007; Lee, 2016; Simmons, 2011).
Challenges With Language Fluency
The participants all confirmed findings from previous studies identifying issues related to
students’ level of English language proficiency and how the resulting difficulties with gaining
proficiency in English negatively affect both social and academic success (Andrade, 2006;
Castro, 2003; Chapdelaine & Alexitch, 2004; Lee, 2016; Telbis et al., 2014). Efforts to mitigate
the challenges international students face were centered around encouraging students to talk and
work in small groups and pairs. When asked if language barriers were an issue in the classroom,
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15 of the instructors said yes. They also reported that, once the students began talking to each
other, they were more confident and more willing to speak out in class and engage with other
students. This phenomenon aligns with other studies that found that international students
wanted to engage with their American classmates to improve their oral English proficiency
(Chapdelaine & Alexitch, 2004). Past research and findings from this study support the
recommendations related to student-centered learning and adopting pedagogies focused on
overcoming language barriers in the classroom.
Expectations
Instructors often assumed that their international students had a basic proficiency in
English and that they knew what to expect when they attended a U.S. university. In a study by
Sutherland et al. (2015), students reported attending preparatory courses, but the content of these
courses did not match the reality they experienced. All but two of the instructors interviewed
agreed that it is imperative that expectations be adequately communicated to the students and
that an effort be made to ascertain their students understanding of those expectations. According
to Lee (2016), differences in expectations of both students and instructors have a substantial
probability of inhibiting student expression and participation in class discussions. Participants in
this study also felt that students were more engaged and more likely to be successful in the class
if instructor expectations were clear.
The expectations that international students have before they start classes in the United
States is an essential factor in how quickly they can adjust to the new learning environment.
Sawir (2013) reported that not knowing how the instructor expects students to behave in the
classroom creates uncertainty. Sixteen participants placed a high value on communicating their
expectations of students at the beginning of the semester. Instructors repeated this strong belief
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during discussions about rigor in the classrooms. Participants felt that removing anxiety for
students about expectations was central to having them be more involved and focused on the
content. Clearly explaining the syllabus and providing explicit instructions for all assignments
and tests was instrumental in meeting this goal. However, merely telling international students
what is expected of them does not guarantee a successful learning outcome. This approach draws
on assumptions from the explicit learning theory that all students can learn in new ways if they
know what is expected of them (Blasco, 2015; Freeman, 1991). Most study participants also said
it was essential to establish a one-on-one relationship with the students.
Relationships With Students
Starting on the first day, most instructors place a high value on getting to know the names
of all the students in their classrooms. Using various techniques, the participants said they had
success in getting students to participate in class discussions once they learned each other’s
names. They also said students often cited the fact that their teacher knew their name as a factor
in determining how hard they worked in the class. Connecting with other students, maintaining a
foundation, embracing the process, and discovering strengths within themselves are critical
components to student success (Moores & Popadiuk, 2011). Recognizing students as individuals
and showing them enough respect to learn their names fosters an environment that encourages
students to perform at their best. Once expectations and initial relationships form, the instructors
dealt with how to teach international students effectively. The study also focused on how
instructors modified classroom instruction to encourage international students’ participation in
exercises and discussions.
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Pedagogical Adaptations
Eaves (2011) conducted a literature review of culture-specific learning preferences and
determined that the most effective educators were directly involved with the students coming
into their classes. Involved instructors adapted their curriculum to better match the cultural
expectations of incoming international students. This study also found a belief among instructors
that taking the time to get a basic understanding of students’ cultural background and their often-
related strengths and weaknesses is integral to providing course material in a way that ensures
the best learning outcome.
Instructors with cultural and linguistic awareness engaged international students in a
rigorous and meaningful way (Lin & Scherz, 2014). Recognizing that language barriers exist,
nearly all of the instructors stated they adapted their classroom instruction to include high
numbers of pair and group exercises. The most significant change instructors reported in their
pedagogies was a shift away from lecture based on slides. They said one-sided lectures did not
allow students to actively engage in classroom discussions. Instructors also reported that, when
possible, evaluations were geared towards the students’ strengths and abilities. This adaptation
did not mean an easier evaluation, but it did mean evaluations given in a manner that ensured the
student could demonstrate content knowledge and application rather than how well they could
take a test or write in English.
Some of the adaptations were specific to English skills. Lin and Scherz (2014) found that
“course delivery becomes ineffective and non-inclusive when instructors use culturally
embedded explanations or examples, speak too fast, or use unfamiliar slang. In these situations,
instructors themselves pose a potential learning barrier for culturally and linguistically diverse
students” (p.24). Four of the instructors referred to a technique of writing unfamiliar words on
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the board and discussing them with the class as a whole. Others said they were using videos in
class because they thought it would be easier for the students to understand context.
Instructors discovered that the students had a harder time comprehending what was said
because they had to translate what they heard into their native language before they understood.
Trying to put themselves in the students’ shoes was another example of pedagogy by trial and
error. One of the international students asked if the instructor could turn on the closed captions
so they could see the words as well as hear them. Because international students are not thought
of as being disabled, the idea of using ADA-type tools had not occurred to the instructor. Over
90% of the instructors said that, even though the class content was the same, every group of
students was different.
Discussions on how the rigor of their courses was affected by to adapting pedagogy for
international students led to a similar response from most of the instructors interviewed. The
majority of instructors felt that pedagogy did need to be adapted in some way, but that did not
mean rigor had to suffer. They said the focus of the course was content and what was needed was
a more relevant way to convey that content to the students. This approach extended to
assignments and testing. Instructors recognized that some students were very good at verbal
presentations and some were very good with written work. By not focusing on a specific
evaluation methodology, instructors better assessed students’ understanding of content material.
By getting to know their students and how they related to the material, instructors
identified areas that challenged international students and made meaningful changes to their
syllabi during the term. This dynamic approach required more effort from the instructors, but
they all said it was worth it to see the improved learning outcomes.
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Pedagogical Training
Previous studies of K-12 teachers showed little evidence that existing pre-service and in-
service programs were adequately preparing instructors to face the challenges of a multicultural
classroom environment (Gay & Howard, 2000; Ladson-Billings, 1999). Gay and Howard (2000)
wrote, “We seriously doubt that existing preservice programs are adequately preparing teachers
to meet the instructional challenges of ethnically, racially, socially, and linguistically diverse
students in the 21st century” (p. 1). The findings of this study showed there is little or none of
this training in higher education. The findings in this study also indicate little progress in this
area since 2000.
Participants in this study consistently cited a lack of basic pedagogical training as an
impediment to their effectiveness as instructors. Conventional instruction in American
universities entails the instructor-centered class. Without having basic training, newly minted
instructors often resort to the methods they were exposed to when they went to school. However,
Eaves (2011) found this type of instruction may not be international students’ learning
preference, and efforts to have these students adapt to these pedagogical methods are not always
practical. This is what participants reported was happening to them. The findings also show that
instructors are not always aware they may need to adopt different pedagogies to optimize the
learning experience for students of various cultural backgrounds. They were learning how to
teach by trial and error at the expense of their students.
A lack of university leadership emphasis and support for pedagogical training for already
hired instructors perpetuates the problem. Without the benefit of CRP training, instructors do not
have the tools to adapt their lessons to provide rigorous content delivery that meets student
learning objectives. Instructors may face pressure from administration and students to show high
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graduation rates, resulting instructors becoming hesitant to issue poor or failing grades. Some
instructors reported feeling this pressure and had succumbed to reduced rigor in the classroom or
grading on a more liberal curve to make up for not having the tools to change their pedagogy. All
instructors agreed that reducing the rigor of a class results in a sub-optimal learning outcome and
overall degraded experience for everyone involved.
Culturally Relevant Pedagogy Framework
Using the CRP framework as a lens, an examination of the data and findings follows. For
this study, the three areas of CRP studied were identity and achievement, developmental
appropriateness, and student-teacher relationships.
Identity and Achievement
The concepts aligned with identity and achievement in CRP were identity development,
cultural heritage, multiple perspectives, affirmation of diversity, and public validation of home-
community cultures. While this study focused on the instructor’s role, it is understood that it is
essential to include the cultural viewpoints of both the instructor and the students. Participants in
the study recognized this and, in some cases, used class introductions to help the students learn
about each and about the instructor. This was accomplished through short introductions and
personal stories as well as relating common or shared experiences as the students introduced
themselves. By allowing the students to talk about themselves and where they are from, the
students’ sense of self and connection to their home culture was enhanced. In addition to a
chance to establish their own cultural identification, the interaction provides everyone a chance
to engage and discuss different backgrounds and begin to form relationships with each other.
Although only one of the instructors said that she specifically asked students to talk about their
homeland during introductions, other instructors said that students usually said something about
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where they came from. As the semester progressed, instructors said they tried to ask students to
relate discussions to how they did things back home. An integral part of identity and
achievement is acknowledging cultural differences in the classroom and using them to enrich the
learning experience.
Developmental Appropriateness
Within the developmental appropriateness area of CRP is a framework of learning and
teaching styles, cultural variation in psychological needs, motivation, morale, engagement, and
collaboration. While much has been said about learning styles, there is little empirical evidence
to support the theory. Brown-Jeffy and Cooper (2011) found that, “in addressing developmental
appropriateness, the teacher should be interested in what is culturally appropriate or relevant for
the culturally diverse students in her or his classroom” (p. 75). In this study, instructors adjusted
their pedagogy in ways that were more in line with a student-centered learning approach. Using a
student-centered approach, the instructors observed how international students were receiving
the material they were teaching. In some cases, there were mixed signals about understanding,
and, in other cases, the cultural mores the students brought with them made it appear they were
not engaged. Finding ways to vary the pedagogy to meet the cultural norms, encourage
engagement, and make the students feel more comfortable was a challenge for the newer
instructors who did not have the pedagogical training of trial and error.
The difficulty in adapting pedagogy from a pure lecture style using slides to a more
interactive pairing and group discussion model allowed for an environment wherein students
engaged more. The more interactive setting also helped meet the psychological needs of students
from different cultures. This adaptation of pedagogy to include the use of student examples from
home and creating opportunities for students to get to work one-on-one or in small groups
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removed much of the anxiety the international students faced at the beginning of class. Allowing
students to share culturally specific knowledge and experiences helps them connect with material
that may be otherwise unrelatable to them. This information needs to be recognized, developed,
and used in conjunction with the standard curriculum (Ladson-Billings, 1994)
Student-Teacher Relationships
Within a CRP framework, the theme of student-teacher relationships includes
relationships inside and outside of the classroom. Ladson-Billings (1994) defined student-teacher
relationships as ones that are “fluid and equitable and extend beyond the classroom. [Culturally
relevant teachers] demonstrate a connectedness with all their students and encourage that same
connectedness between the students” (p. 25). This study explored how instructors viewed the
importance of these relationships and what, if anything, the instructors did to foster them.
Thirteen of the participants in the study reported they actively sought to cultivate relationships
with their students. They did this through various methods, but the technique they said was most
effective was actively listening and responding when the students spoke to them. They reported
that the students’ end-of-course surveys reflected students’ feeling their instructors cared about
them because they listened to them.
Instructors also reported that having one-on-one dialogues with their students gave them
a greater understanding of the comfort level of the student and provided indications of how they
might adapt pedagogy to better meet student needs. Four of the instructors also said they made
an effort to engage students in conversation either before or after class. The instructors felt that
the students were much more inclined to talk to each other outside of class after participating in
discussion pairs and small group exercises. In all cases, the instructors said that using students’
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names and engaging in one-on-one discussion with them seemed to make a significant difference
on how engaged they were in class.
Creating a safe and comfortable atmosphere in the classroom where students felt free to
interact with other students and participate in class discussions requires effort on the part of the
instructor. Developing this atmosphere starts with the instructor demonstrating they care enough
to learn students’ names, listening when students have something to say, and providing activities
and lessons that allow the students to get to know each other.
Recommendations for Practice
The findings of this study supported the results of the literature review that, while there
are many studies related to international student support at U.S. universities and colleges, there is
far less emphasis on training and support for instructors. This support, in the form of training and
implementation of CRP, needs to be emphasized and promoted by university leadership.
Identifying shortcomings of current training for instructors as well as some of the successful
pedagogical models being used by instructors in multi-cultural classrooms can lead to greater
awareness of the value of CRP and broader adoption. As the participants in this study said, when
instructors are better able to teach, better student outcomes follow. The adoption of the
recommendations provided in this study improves learning outcomes for all students.
Instructor Training
This study highlights the need for a significant change in the way we prepare doctoral
students to become college professors. Nearly all of the participants in the study stated that they
were hired entirely based on their content knowledge. These same instructors also said a lack of
pedagogical training left them unprepared to teach and share that knowledge. Sharing their
knowledge with others is a central component of effective teaching.
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Recommendation 1: Incorporate basic pedagogical training into doctoral programs.
Findings from this study suggest that universities could improve the effectiveness of their
doctoral graduates by including more pedagogy-related courses in the requirements for a Doctor
of Philosophy degree. This basic pedagogical training would improve the learning outcomes of
all students in a multi-cultural classroom, to include international students. In addition to basic
pedagogical training, leadership should ensure that the curriculum includes CRP.
Recommendation 2: Provide CRP training for new and experienced instructors. The study
showed that instructors at all levels of experience lacked formal training in pedagogies geared
towards a multicultural classroom. To address this issue, CRP training needs to be provided at
two levels. First, CRP should be part of the curriculum for all doctoral students. Second
instructors already teaching should receive training in CRP. Although not every new instructor
will start in a classroom with a mix of cultures and backgrounds, statistics show that the number
of international students is rising. New instructors have no experience themselves to fall back on
to know what works and what does not. Learning by trial and error is not an optimal technique
unless the instructor is learning from someone else’s trial and error. New instructors should have
an opportunity to enter a classroom with the necessary skills to teach and connect with all
students in a multi-cultural classroom.
Convincing experienced instructors to attend professional development courses in CRP
may prove challenging, but institutions must adapt at all levels if they are to provide a quality
education that is equitable to students from all backgrounds. Having experienced instructors set
the example and act as mentors for new instructors helps build a stable CRP-based atmosphere.
Focusing on the students, their cultural backgrounds, and the content itself, courses can
be delivered in a manner that provides an optimal learning outcome for students from all cultural
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
83
backgrounds. Including CRP methods in the classroom begins with course design and needs to
be considered as the syllabus is put together and classroom activities are designed.
Recommendation 3: Include CRP components in syllabi and program reviews. To
actively integrate CRP into the culture of a university, administrators should take a more active
role in ensuring that program reviews and syllabi approvals include an effort to identify areas
where incorporation of CRP is both possible and advantageous. During reviews, the syllabus
may be examined for activities and methods shown to be effective in multicultural classrooms.
Some of the activities identified in this study are pair-share discussions, small group discussions,
and opportunities for students to demonstrate content knowledge and understanding aside from
their proficiency in the English language.
Instructors are human and, as such, tend not to change or vary their behaviors unless
motivated, and, without emphasis and support from institutional leaders, adoption of CRP was
very slow. This change can begin with a CRP emphasis from university leaders and their
engagement with instructors as they review syllabi and develop new courses.
Recommendation 4: Focus more on student learning outcomes and not just grades.
Instructors of international students should evaluate desired student learning outcomes and, using
CRP techniques, adapt their pedagogies and lesson plans to determine how to achieve the best
outcomes. Incorporating CRP into their lesson plans from the beginning helps students and
instructors understand and meet each other’s expectations. Trying to adapt pedagogy during
instruction, while sometimes unavoidable, can be mitigated by knowing what type of
environment works well for students of mixed backgrounds. According to the findings in this
study, instructors who focused more on content and less on following a generic template felt that
the students better learned the subject matter. To help correct some of the negative myths about
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
84
lowering academic standards, institutions could provide training on the fact that changing
pedagogy and content delivery methods does not mean lowering expectations.
Future Studies
It would be valuable to compare data collected by surveys and interviews with actual,
observed instruction and the effectiveness of the pedagogical approach used by the instructor.
This type of observation would require more time and resources than were available for this
study.
Another comparative study could use two classes with similar demographics and content
material. One would be taught using typical Western pedagogy and the other with a focus on
CRP. Qualitative aggregated pre- and post-surveys of students and quantitative data from testing
may provide further validation of the value of adopting CRP.
Conclusion
This study looked at the challenges of teaching in a multicultural classroom from the
instructor’s paradigm. The purpose of this study was to explore the practices and characteristics
of instructors of international students and determine how their methods affect their international
student’s level of engagement. In addition to understanding how the instructors felt about
culturally relevant pedagogies, the study also looked at what pedagogical methods the instructors
were familiar with and how they incorporated them into a multi-cultural classroom.
The study findings aligned with the research cited in the literature review. The challenges
faced by international students, particularly in the area of English language proficiency, were
confirmed by the study participants. The study also confirmed the conclusions drawn from
research that a socio-cultural student-centered approach ensures better international students’
experiences at U.S. institutions of higher education. Study participants reported that students
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
85
from different cultural backgrounds performed better when a CRP pedagogical model was
adopted. These methods included establishing a more active relationship with the students, using
in-class group work to stimulate discussions, and increasing the comfort level of international
students. CRP framework has been studied for over 30 years. As shown by this study, adoption
and implementation of these proven pedagogies is still limited and, as a result, the full learning
potential of students in multi-cultural classroom settings has yet to be realized.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
86
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APPENDIX A
Information Sheet for Research
Changing pedagogy to promote the success of a growing international student population
in American universities
You are invited to participate in a research study conducted by Steven Hanneman at the
University of Southern California. Please read through this form and ask any questions you
might have before deciding whether or not you want to participate.
Purpose of the Study
The purpose of this study is to seek an understanding of how culturally responsive teaching
practices are used by instructors of international students at the University. Through interviews
and focus groups, this study hopes to explore pedagogical models practiced by instructors of
international learners undergoing tertiary education in the United States. This study will add to
the existing literature on the development of effective, culturally relevant pedagogy in mixed
domestic/international classrooms.
Participant Involvement
If you agree to take part in this study, you will be asked to participate in either in-person
interview or as a member of a focus group. Both will take place on or near the downtown
campus. Focus groups will address 5-6 topics in a single session lasting no more 60-75 minutes.
Those selected for an interview will be asked approximately 20 questions surrounding their use
of culturally relevant pedagogy. Interviews should last 1 hour. You do not have to answer any
questions you do not want to; if you do not want to be recorded, study participation may be
limited.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
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Payment/Compensation for Participation
You will receive your choice of either a $25 Starbucks or $25 Amazon gift card for your time.
You do not have to answer all of the questions in order to receive the card. The card will be
given to you when you complete the interview or focus group session.
Confidentiality
Any identifiable information obtained in connection with this study will remain confidential. At
the completion of the study, direct identifiers will be destroyed, and the de-identified data may
be used for future research studies. If you do not want your data used in future studies, you
should not participate. The members of the research team and the University of Southern
California’s Human Subjects Protection Program (HSPP) may access the data. The HSPP
reviews and monitors research studies to protect the rights and welfare of research subjects.
Investigator Contact Information
If you have any questions or concerns about the research, please feel free to contact Steven P.
Hanneman, at shannema@usc.edu or mobile (808) 721-4103 or my Dissertation Chair, Dr. Tracy
Tambascia at tpoon@rossier.usc.edu or 213-740-9747
IRB Contact Information
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu.
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APPENDIX B
Solicitation Email
Greetings [PROFESSOR NAME],
My name is Steven Hanneman, and I am a doctoral student in the Rossier School of Education at
the University of Southern California. I am conducting a study exploring how instructors might
change how they teach to adapt to higher percentages of international students in the classroom.
The purpose of the study is to identify pedagogical models practiced by instructors of
international students undergoing tertiary education in the U.S.
If you would like to participate in the study, I ask that you complete a short, online survey at.
[link here] If you meet the criteria to be included in the sample group, you will be contacted to
schedule a date, time, and location that is convenient to you. The interviews are expected to last
approximately 60 minutes and the focus group, 60-75 minutes. Participation in the study is
entirely voluntary, and participant names and individual interview responses will be kept
confidential during and after the study.
If you are selected to participate in either a one-on-one interview or as a member of a focus
group, you will receive a $25 Amazon or a $25 Starbucks gift card as a thank you gift.
Mahalo for your consideration,
Steven Hanneman
Doctoral Candidate – Rossier School of Education
University of Southern California
shannema@usc.edu
808-721-4103
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
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APPENDIX C
Pre-Survey Questions
ANSWERS PROVIDED WILL BE KEPT CONFIDENTIAL AND WILL NOT BE SHARED.
Please answer the following questions to the best of your ability:
1) College or Department:
2) How many years have you been teaching in higher education?
3) Do you currently teach full-time or part-time?
4) Has the way you teach evolved since you began teaching? Y / N
5) Do you teach classes with international students in them? Y / N
6) Have you done anything to change how you teach when you have international students in your
classes? Y / N
7) Would you be willing to participate in a 60-minute one-on-one interview as part of this study to
further discuss how you help international students engage in classroom learning? Y / N
8) Would you be willing to participate in a 60-75-minute focus group as part of this study to further
discuss how you help international students engage in classroom learning? Y / N
9) If yes, please provide contact information:
Email:
Phone:
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
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APPENDIX D
Reminder Solicitation Email
Greetings [PROFESSOR NAME],
My name is Steven Hanneman, and I am a doctoral student in the Rossier School of Education at
the University of Southern California. This is a friendly reminder that
I am conducting a study exploring how instructors might change how they teach to adapt to
higher percentages of international students in the classroom. The purpose of the study is to
identify pedagogical models practiced by instructors of international students undergoing tertiary
education in the U.S.
If you would like to participate in the study, I ask that you complete a short, online survey at.
[link here] If you meet the criteria to be included in the sample group, you will be contacted to
schedule a date, time, and location that is convenient to you. The interviews are expected to last
approximately 60 minutes and the focus group, 60-75 minutes. Participation in the study is
entirely voluntary, and participant names and individual interview responses will be kept
confidential during and after the study.
If you are selected to participate in either a one-on-one interview or as a member of a focus
group, you will receive a $25 Amazon or a $25 Starbucks gift card as a thank you gift.
Mahalo for your consideration,
Steven Hanneman
Doctoral Candidate – Rossier School of Education
University of Southern California
shannema@usc.ed
Link to survey: [SURVEY LINK]
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
102
APPENDIX E
Selection for Interview Email
Greetings [PROFESSOR NAME],
Thank you for taking part in the pre-survey and volunteering to participate in a study on the use
of culturally responsive pedagogy in the classroom. You have been selected to participate in an
interview to discuss topics related to culturally responsive teaching and some of the ways you
may have adapted your teaching methods to ensure your international students get the most out
of their multicultural educational experience. I would like to meet with you next week for a one-
on-one interview. I am on campus M-W-F and can meet with you any morning. If these times
don’t fit your schedule, every attempt will be made to accommodate what will work best for you.
As a reminder, you will receive a $25 Amazon or a $25 Starbucks gift card for participating in
the interview.
Each interview is expected to last approximately 60 minutes. With your permission, the
interview will be recorded for later transcription. Your participation is completely voluntary and
your identity as a participant will be kept confidential during and after the study.
Please do not hesitate to contact me directly with any questions or concerns: 808-721-4103 or
shannema@usc.edu.
Respectfully,
Steven Hanneman
Doctoral Candidate – Rossier School of Education
University of Southern California
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
103
APPENDIX F
Selection for Focus Group Email
Greetings [PROFESSOR NAME],
Thank you for taking part in the pre-survey and volunteering to participate in a study on the use
of culturally responsive pedagogy in the classroom. You have been selected to participate in a
focus group to discuss your experiences teaching international students and some of the ways
you may have adapted your teaching methods to ensure all of your students get the most out of
their multicultural educational experience. We have tentatively scheduled the focus group
discussion for next week, either on [day] or [day] at [time]. Please let me know which time
works best for you. Refreshments will be provided.
As a reminder, you will receive a $25 Amazon or a $25 Starbucks gift card for participating in
the focus group.
The focus group discussion is expected to last approximately 75-90 minutes. With your
permission, the interview will be recorded for later transcription. Your participation is
completely voluntary and participant inputs will be kept confidential during and after the study.
If you have any questions related to your participation in this study, please do not hesitate to
contact me directly with any questions or concerns: 808-721-4103 or shannema@usc.edu.
Respectfully,
Steven Hanneman
Doctoral Candidate – Rossier School of Education
University of Southern California
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
104
APPENDIX G
Non-Selection Thank You Email
[PROFESSOR NAME],
Thank you for completing the pre-survey and for participating in this study exploring the
awareness and adoption of culturally relevant pedagogy (CRP) at the University. The
information you provided in the survey will be valuable as I seek to establish a baseline of
current practices and examples of the use of CRP in the classroom. Because I am working with a
fairly small purposeful sample of participants and because [say why you won’t be using them for
the interview or focus group], you have not been selected to participate in the study.
Please accept my sincerest gratitude for putting forth the time and effort to fill out the survey. I
am hoping that the data you provided, along with interview and focus group feedback, will
produce valuable, actionable material that can help make the multicultural experience for all
students the best it can be.
Respectfully,
Steven Hanneman
Doctoral Candidate – Rossier School of Education
University of Southern California
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
105
APPENDIX H
Interview Questions
Interviewer: Before we begin, I feel that it is important to let you know that I also teach here at
the University as an adjunct instructor with the College of Business. Anything we discuss will
not be disclosed to any other members of the faculty or staff here. I would be happy to answer
any questions regarding my background at the end of the interview. It is also important to let you
know that pseudonyms will be used for any of your identifiable characteristics (i.e. name). The
purpose of this study is to explore culturally responsive teaching practices. Please feel free to be
as honest as you are comfortable and ask any questions during the interview. I will be recording
the interview so I can compare it to my transcripts and notes to make sure I have accurately
documented your responses. Are you comfortable with me audio recording this interview? Do
you have any questions before we start?
1) How long have you been teaching at HPU?
2) Where else have you taught?
a. Did they have more or less international students as HPU?
3) What has changed with regard to the number of international students in your classes?
Identity & Achievement (Identity development, validation of home country culture, heritage)
4) How do you conduct your first class of the semester?
a. Introductions?
b. Identify where everyone is from?
c. Ask about expectations of the students?
d. Do you relate your cultural and experiential background to them?
5) How do you form your students into groups for group work or projects?
a. Do you assign them or let the students do it? How does that work out?
6) In what ways do you see international students engage differently from students from
other cultures?
a. What do you mean? How are they different?
b. How does their participation change over the course of the semester?
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
106
7) In what ways are international students encouraged to discuss how what they are learning
as compared to the way things are in their home country?
Student Instructor Relationships (Caring, relationships, interaction, classroom atmosphere)
8) Do you review rosters prior to class start to identify international students?
a. Why does it matter where they are from?
9) What different things do you do to connect with your international students on a one-on-
one basis?
a. What seems to work the best?
10) How do you convey a sense to your international students know you care about them and
their success?
a. Are regular office hours available and how many international students come to
see you?
11) If any of your international students were having difficulties outside of your class, what
type of problems or challenges have they come to you for help or guidance on?
a. Why did they come to you?
b. How did you try to help them solve their problems?
i. Help them yourself, refer to another office, tell you couldn’t help…
c. How did the international students respond to your help?
12) What do you do in the classroom to encourage international students to feel comfortable
and willing to speak out during discussions?
13) What reasons do international students have to stay after class to talk to you?
Developmental Appropriateness (learning preferences, teaching preferences, motivation,
engagement)
14) What have you noticed about how international students engage in the classroom?
a. Tell me about note taking, volunteering to speak in class, group formation.
15) Do you ask new international students what they are accustomed to in their home country
classroom and what they expect here in the U.S.?
16) What type of professional development has the university provided to help understand the
challenges faced when teaching in a multi-cultural classroom, if any?
17) How do you get international students to engage in classroom discussions?
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
107
18) Have you made any changes in how you teach to adapt to the needs of international
students?
a. Please provide some examples
19) What do you think works the best and why?
20) What methods have you tried that don’t not seem to work well with international
students? Why do you think they didn’t work?
21) How does adapting your teaching methods impact the rigor of the class?
22) What do you think could be done different than it is now to provide a more effective
learning environment for both international and U.S. students?
Thank you for sharing your experience and wisdom today. Copies of the executive
summary of the findings from this study will be available at the end of the study. Would you
prefer a
a $25 Amazon gift card or a $25 Starbucks gift card as a token of my appreciation for
your participation?
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
108
APPENDIX I
Focus Group Questions
Interviewer: Before we begin, I feel that it is important to let you all know that I am an
adjunct lecturer here in the College of Business. I would be happy to answer any questions
regarding my background at the end of the focus group, but I will only be facilitating and not
participating in the discussions. It is also important to let you all know that pseudonyms will be
used for all transcriptions and notes to maintain participant confidentiality. It is also expected
that focus group members respect each other’s privacy and will keep discussions among
members confidential.
The purpose of the study is to identify pedagogical models practiced by instructors of
international learners undergoing tertiary education in the U.S. Please feel free to be as honest as
you are comfortable and ask any questions during the focus group.
1) As stated in the invitation email, the focus group session will be recorded. Just to confirm, are
you all comfortable with me audio recording this discussion?
2) Do you have any questions before we start?
Developmental Appropriateness (learning preferences, teaching methods, motivation,
engagement)
3) We are going to discuss a few questions concerning culturally relevant pedagogies. Can you tell
me what your understanding of culturally relevant pedagogy is?
4) What are some examples of ways you’ve adjusted your teaching that helps improve the
multicultural educational experience for everyone in your classrooms? Does that include
adapting the grading rubric to allow for different learning preferences?
Student Instructor Relationships (Caring, relationships, interaction, classroom atmosphere)
5) What is your biggest challenge when you start a new class with a lot of international students in
it? Do you do any type of icebreaker or introduction session the first class?
6) How do you get students to participate in classroom discussions?
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
109
Identity & Achievement (Identity development, validation of home country culture, heritage)
7) Do you incorporate current events or culturally specific material into your lesson plans from the
students’ home country?
8) Is there something you wish you could do that would help, but you are currently unable to do?
Thank you for sharing your experience and wisdom today.
Don’t forget to pick up my thank you gift for participating. Your choice of a $25 Amazon
gift card or a $25 Starbucks gift card.
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
110
APPENDIX J
Culturally Relevant Pedagogy Study Code Book
Node Name Description Files References
Changing Demographics Instructors perception of changing
demographics
2 2
Classroom Dynamics Format of classrooms and student dynamics 21 57
Challenges in the
Classroom
Instructors view of things that made
instructing international students more
difficult
16 33
Different Expectations Expectations that instructors had of students
based on cultural background. Instructor
awareness of student expectations.
16 29
Group Work Use of group work emphasized and
discussion of how groups are organized
20 34
Prejudging students Instructor review of rosters prior to class.
Preconceived idea of expected student
behavior.
15 16
Rigor Is rigor impacted when adjusting pedagogy
to meet the needs of international students.
22 40
Change pedagogy but
maintain rigor
Instructors keeping standards but finding
different ways to me them based on
student’s performance and background.
11 14
No change for
international students
Instructors felt they did not need to adjust
pedagogy or rigor.
9 10
Reduce the rigor Needed to make changes for international
students at the expense of rigor overall.
7 8
Student-Centered
Learning
Pedagogical adaptations for international
students
9 15
Establishing
Relationships
Importance placed on getting to know
students and methods used to do it
13 23
Class Introductions Interaction among students and ways they
get to know each other.
16 24
Learning Names of
Students
Importance of instructors knowing every
students name.
11 14
One-on-One
Relationship with
Students
Things done to connect with students on an
individual level.
17 35
CHANGING PEDAGOGY FOR INTERNATIONAL STUDENTS
111
Node Name Description Files References
Shared Experiences Use of common experiences to connect
with students.
14 23
Improving Learning
Outcomes
Instructor thoughts on how to get better at
CRP.
19 32
Instructor Experience &
Training
4 6
Changing Pedagogy Ways instructors have changed their
pedagogy
15 31
Experience Level Experience teaching at tertiary level. 17 19
Training for
Multicultural
Classrooms
Any CRP related training received 20 37
Training in Basic
Pedagogy
Instructor feelings about being prepared to
teach when they started
10 19
Abstract (if available)
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Asset Metadata
Creator
Hanneman, Steven Philip
(author)
Core Title
Changing pedagogy to promote the success of international students
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
06/27/2019
Defense Date
04/26/2019
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
culturally relevant pedagogies,culturally relevant practices,culture,demographics,international students,multicultural,OAI-PMH Harvest
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Tambascia, Tracy Poon (
committee chair
), Samkian, Artineh (
committee member
), Seli, Helena (
committee member
)
Creator Email
shannema@usc.edu,steve.hanneman@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-179628
Unique identifier
UC11660624
Identifier
etd-HannemanSt-7518.pdf (filename),usctheses-c89-179628 (legacy record id)
Legacy Identifier
etd-HannemanSt-7518.pdf
Dmrecord
179628
Document Type
Dissertation
Format
application/pdf (imt)
Rights
Hanneman, Steven Philip
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Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
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Repository Location
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Tags
culturally relevant pedagogies
culturally relevant practices
international students
multicultural