Instructors' perceptions of their roles in a culturally diverse classroom at the post secondary level

Abstract

This qualitative study investigated instructors’ perceptions of their roles in culturally diverse classrooms at the post secondary level. The participants were six instructors who have had students from different cultural backgrounds in their classrooms. The study was conducted in a mid-sized city in the province of Ontario. Four categories emerged from the analysis of the qualitative data: (a) A summary of instructors’ educational experiences; (b) The instructors’ perceptions of culturally diverse classes; (c) The teaching strategies they employed; and (d) Instructors’ roles in the classroom. The participants acknowledged and described the challenges faced by instructors in a culturally diverse classroom at the post secondary level. They also indicated the benefits and challenges faced by students studying in such classrooms. They perceived six variations on the instructor’s role: lecturer, role model, learner, facilitator, diagnostician, and moderator. Furthermore, the participants described the functions of these roles and the employment of corresponding teaching strategies in culturally diverse classes.