Faculty perceptions of multicultural teaching in a large urban university

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Sylvia M. Bigatti Gina Sanchez Gibau Stephanie Boys Kathy Grove Leslie Ashburn-Nardo Khadiji Khaja Jennifer Thorington Springer


As college graduates face an increasingly globalized world, it is imperative to consider issues of multicultural instruction in higher education. This study presents qualitative and quantitative findings from a survey of faculty at a large, urban, midwestern university regarding perceptions of multicultural teaching. Faculty were asked how they define multicultural teaching, how they engage in multicultural teaching, what they perceive to be the benefits of multicultural teaching, and what barriers to implementing multicultural teaching they experience. Results indicate faculty members most frequently define multicultural teaching as using diverse teaching pedagogies and materials. In line with their definitions, faculty also report engaging in multicultural teaching through use of inclusive course materials. Faculty identified positive learning outcomes for all students as a primary benefit to engaging in multicultural teaching. The primary barrier reported by faculty is an anticipated resistance from students. Variations in responses based on academic discipline and rank of faculty member are discussed.


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Bigatti, S., Gibau, G., Boys, S., Grove, K., Ashburn-Nardo, L., Khaja, K., & Springer, J. (2012). Faculty perceptions of multicultural teaching in a large urban university. Journal of the Scholarship of Teaching and Learning, 12(2), 78-93. Retrieved from //scholarworks.iu.edu/journals/index.php/josotl/article/view/2016