Developing a Culturally Responsive Learning Community

Market Research 1.
MARKET RESEARCH: DEVELOPING A CULTURALLY RESPONSIVE LEARNING
COMMUNITY THROUGH COLLABORATIVE EFFORTS OF FACULTY, STUDENTS
AND TEACHERS.
Name
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University
Course
City/state
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Market Research 2.
Table of Contents
1.0 Introduction...........................................................................................................................................3
2.0 Description of Identified operation.......................................................................................................4
2.1 Cultural identity and theoretical framework to the development of a culturally responsive learning
community..............................................................................................................................................4
3.0 Identified Operation for the Research report........................................................................................6
4.0 Analysis of the Issues and Problems......................................................................................................7
4.1 Family................................................................................................................................................7
4.2 School................................................................................................................................................8
4.3 Politics...............................................................................................................................................8
4.4 Economy............................................................................................................................................8
4.5 Religion..............................................................................................................................................9
5.0 Proposed Research................................................................................................................................9
5.1 Research objective...........................................................................................................................10
5.2 Research Questions.........................................................................................................................10

Market Research 3.
5.3 Research methodology....................................................................................................................10
6.0 Outcomes of the Research conducted.................................................................................................11
7.0 Conclusion and recommendations......................................................................................................14
8.0 List of References................................................................................................................................15
1.0 Introduction
According to the perspectives held by many sociologists, culture refers to the beliefs as
well as behaviors which are shared by a specific social group. There it is the integration of shared
beliefs in a social group, and it is an integral part of our society as well as in various social,
economic and political institutions. In education or learning, culture plays a critical role as it
defines the organization or the way of life within the community or student and teachers social
groups (Ronfeldt, Farmer, McQueen & Grissom 2015, p. 480). It helps in directing the way these
social groups can interact and approach teaching and learning. Schools as a learning and teaching
community are impacted day to day by its culture just like any other business or social
organization despite having its culture founded on specific values and principles. The existing
culture of most institutions of higher learning and teaching has not been developed to

Market Research 4.
accommodate cultural inclusivity and therefore faces a significant challenge in operating with
ethnically or racially diverse student population (Lewallen, Hunt, Potts‐Datema, Zaza & Giles
2015, p. 732). Therefore there is a need to the various faculties in these institutions to develop an
understanding of cultural diversity through examining the institutions or faculty cultural
background and understanding how their institutional, cultural bias affects their relationships and
interactions with the students.
Developing a culturally responsive learning community requires the understanding of the
cultural beliefs, values and perceptions of students and how they can understand what they hear
or learn what they are taught and their ability to express themselves in the classroom. The
understanding of these different perspectives by teachers plays a critical role in designing various
classroom instructions which will help in connecting student’s backgrounds to the content
(McLeskey, Rosenberg & Westling, 2017, p. 27). Therefore the purpose of this report is to
examine an approach that can be used to build a learning and teaching community through
faculty professional development and collaboration. This will be achieved by focusing on
cultural responsiveness elements through the understanding of the five institutions of religion,
family, school, economics, and politics. The report will offer the findings of the investigation of
individuals as well as institutional backgrounds in the determination of faculty ability to
recognize the various forces or factors that influence student behavior and how to engage the
students in a more active learning process. The findings of the report will be based on a student-
teacher-faculty interactive workshop conducted by the school of business at KDU to develop a
culturally responsive learning community.