Year: 2025
Type: article
Abstract: This study explores the integration of Culturally Responsive Pedagogy (CRP) alongside other educational frameworks into college-level Statistics classes, examining how these approaches collectively enhance student engagement without compromising technical rigor. Drawing on insights from CRP and complemented by Ethics of Care (EC), the study responds to four pivotal questions that address challenges, such as limited access to culturally relevant datasets, the role of professional development, and the balance between cultural relevance and statistical complexity. These frameworks foster a more inclusive learning environment, particularly benefiting underrepresented students. The findings provide actionable strategies for educators and institutions to adopt these approaches, ensuring both cultural relevance and academic excellence in technical subjects like college-level Statistics.
DOI: 10.32674/phxvdp70
Author: James Takona
Institution: Coppin State University
Language: English
Subfield: Statistics and Probability
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4408304624