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Culturally Responsive Teaching

CRAFT Certificates in Culturally Responsive Teaching

Gay (2000) defines culturally responsive teaching as using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students.

There is a rich body of literature on the cultural dimensions of teaching in learning. Three aspects of culturally responsive, or culturally competent teaching, include having:

  • awareness of our own cultural perspectives, behaviors and blind spots
  • awareness and knowledge of the diverse cultural experiences, perspectives and behaviors of our students
  • the skills to maintain a learning climate where difference is an asset, not an obstacle or threat

The courses in these sequences are intended to help faculty achieve these objectives.

Big 8 Divesity Wheel

How students perform academically is significantly influenced by their perception of their physical and emotional safety, how they are valued, and the meaning and relevance of course content to their background knowledge and experience.

Cultural differences are generally understood as differences among the "Big 8" (age, gender, sexual orientation, socio-economic status, ethnicity, religion, disability, and culture), intersections among those eight identities, and can also include other identity differences such as educational background, family of origin, geographic/regional background, language, etc. Each of these can have associated positive or negative stereotypes or "-isms." As the book The College Fear Factor (2011) documents, higher education itself is a puzzling and foreign culture to many students, with its own language, values and behavior expectations with frequent misunderstandings between students and faculty.

No classes currently scheduled for the summer semester. For an update on faculty development programming, contact Tom Erney, 287-2532.

Workshops: Sequence 1

Speed Diversity Dialogue®: A Multicultural Excellence Workshop

Cultural competence, is “a continuous learning process that builds knowledge, awareness, skills and capacity to identify, understand, and respect the unique beliefs, values, customs, languages, abilities and traditions of all Ohioans in order to develop policies to promote effective programs and services” (Ohio Mental Health & Addiction Services, 2014, pg. 1). Given CSCC’s high level of diversity in the classroom, finding a positive and effective way to increase empathy, understanding and cultural sensitivity skills is crucial. The increased diversity in all categories requires knowledge, skills, abilities, and attitudes (KSA’s) that will allow effective and sensitive engagement with colleagues and consumers that hold different characteristics. Speed Diversity Dialogue® (SDD) is a diversity training tool that strives to remove barriers from student success and help faculty, staff, and students recognize the benefits of a diverse community so that they may leverage KSA’s from interactions with that community. The SDD exercise is specifically targeted towards increasing awareness of diversity, empathy, social inclusion, value of ethnic and cultural differences, cultural sensitivity and skills in college faculty, staff, and students.

Participants will:
1.    Enhance their awareness about the intersectionality of multiple identities within the Big 8 of diversity
2.    Find common ground, connectedness and appreciation for each other’s experiences and differences.
3.    Break some stereotypes and assumptions about out-group members.
4.    Enhance their understanding and empathy toward diverse populations within the Big 8 of diversity.
5.    Learn the roles of allies and become an agent of change.

See below for further reading.

Understanding Microaggressions In Daily Life: Identification, Interpretation, and Active Change

Microaggressions are “brief and commonplace daily verbal, behavioral and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults to the target person or group (Sue et al., 2007, pg 73).” Microaggressions contribute to a significant number of negative physical, cognitive, and socioemotional outcomes for individuals in non-majority groups. The goal of this workshop is to assist participants in identifying the three types of microaggressions, understanding the impact of those microaggressions on individuals and the broader society, and to explore how power and privilege play a role in recognizing and combating microaggressions. Participants will share and discuss common examples of microaggressions, then learn specific ways to actively address and combat those microaggressions.

Microaggressions II

(Pre-requisite "Microaggressions in daily life")

This workshop will focus on building skills to identify and intervene with classroom and workplace microaggressions. Specifically, the workshop will provide participants with detailed real-life case studies, ask participants to use knowledge gained in the Understanding Microaggressions Workshop to identify the core values and harm in the microaggression, and practice skills to respond ethically and sensitively when overhearing, or being the target of, a microaggression.

Being An Ally

(Pre-requisite "Microaggressions in daily life" and "Microaggressions II")
This workshop builds on the knowledge & skills gained from Speed Diversity Dialogue, Understanding Microaggressions and Microaggressions II to help us develop the behaviors characteristic of an effective and reflective ally to others. Specific focus will be on identifying resources at CSCC and in our immediate communities, as well as focusing on specific behavioral changes consistent with allyship. We will also explore ideas for future learning about diversity concerns, as well as improving the CSCC working and academic environment for all individuals.

Workshops: Sequence 2

Gender Inclusivity

Transgender and gender nonconforming (TGNC) students face unique challenges when navigating societal institutions, including higher education. Unaddressed, these challenges cause TGNC students to have poor academic performances, social isolation, increased mental health issues and higher rates of unemployment and homelessness than their cisgender and gender conforming peers.  This workshop will introduce you to the significance of those challenges through discussion and activities that center around exploring the nature of transphobia. Workshop participants will be provided with concrete strategies for making their classroom a more welcoming and inclusive environment for students of all genders.

The Invisible Force of Stereotypes on Our Relationships

What does prejudice and stereotyping look like in our anti-prejudice society? Come hear a review of current psychological research on cultural stereotypes, including traits associated with different groups, stereotyping by omission, the Motivation to Avoid Prejudice Scales, Suspicion of White’s Motives Index, and how stereotypes negatively influence interpersonal communication.

How to Reduce Stereotype Threat Effects in the Classroom

See the description in the Social Psychological Factors of Learning sequence

References And Other Resources

Cox, Rebecca D. The College Fear Factor: How Students and Professors Misunderstand One Another. Cambridge, Mass: Harvard U, 2011. Print.

Implicit Bias Resources, UCLA Equity, Diversity and Inclusion

Five Competencies for Culturally Competent Teaching and Learning

Create an Inclusive Learning Environment (Carnegie Mellon)

A Framework for Culturally Responsive Teaching

PBS NewHour Race Matters series

Gender Inclusivity

Beemyn, B. (2003). Serving the needs of transgender college students.Journal of Gay & Lesbian Issues in Education, 1(1), 33-50.
Chang, T. K., & Chung, Y. B. (2015). Transgender microaggressions: Complexity of the heterogeneity of transgender identities. Journal of LGBT Issues in Counseling, 9(3), 217-234.

García, A. M., & Slesaransky-Poe, G. (2010). The heteronormative classroom: Questioning and liberating practices. The Teacher Educator,45(4), 244-256.

McKinney, J. S. (2005). On the margins: A study of the experiences of transgender college students. Journal of Gay & Lesbian Issues in Education, 3(1), 63-76.
Nadal, K. L., Skolnik, A., & Wong, Y. (2012). Interpersonal and systemic microaggressions toward transgender people: Implications for counseling. Journal of LGBT Issues in Counseling, 6(1), 55-82.

Nadal, K. L., Davidoff, K. C., Davis, L. S., & Wong, Y. (2014). Emotional, behavioral, and cognitive reactions to microaggressions: Transgender perspectives. Psychology of Sexual Orientation and Gender Diversity, 1(1), 72.

Negrete, N. E. (2007). Bringing visibility to an (in) visible population: Understanding the transgender student experience. The Vermont Connection, 28(1), 4.

Pryor, J. T. (2015). Out in the classroom: Transgender student experiences at a large public university. Journal of College Student Development,56(5), 440-455.

Stufft, D. L. (2011). Increasing visibility for LGBTQ students: What schools can do to create inclusive classroom communities. Current Issues in Education, 14(1).

Current Schedule

No classes currently scheduled for the summer semester. For an update on faculty development programming, contact Tom Erney, 287-2532.



Office of Global Diversity and Inclusion Offers many programs and workshops including Safe Zone workshops focused on understanding LGBTQ+ experiences.

Diversity and Cultural Inclusion Council:
Responsible for designing and assessing campus climate survey and identifying opportunities for deeper study of the experience of different communities within our college community.

References and other resources

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