Exploring University Teaching Assistants’ Knowledge of the Power of Culturally Responsive Pedagogy

By Ximena D. Burgin, Mayra C. Daniel, Sheila S. Coli, Leslie Matuszewich

This research offers suggestions for helping teaching assistants (TAs) to prepare for their role in higher education. Differences in TAs’ knowledge of culturally responsive pedagogy (CRP) can lead to disparities in student engagement, comprehension, and academic performance. This situation may create a sense of tension or a feeling of misalignment between TAs’ pedagogical beliefs and the instructional methods endorsed by faculty. This tension can give rise to a challenging situation for TAs where they may not fully understand faculty’s expectations or may feel boundaries where none exist, potentially diluting the benefits that CRP can bring to the classroom and the students. Furthermore, the potential of CRP will remain unrealized if learning objectives are not seamlessly integrated throughout the entire course curriculum by both faculty and TAs. The TAs may encounter difficulties in crafting inclusive and culturally sensitive learning experiences if they perceive the broader course structure and content as misaligned with CRP principles. Consequently, the academy must be intentional in its provision of a clearly articulated plan of professional training so that TAs will be able to identify and build their skills to infuse CRP practices in their teaching. Until this need is met, TAs’ efforts in promoting social justice will be limited. They will strive to promote social justice but will continue to experience uncertainty about CRP methods. 

Read the TLI article here.