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How a Culturally Responsive Curriculum Impacts Adult Learners: We're Going to Do This Together
Abstract
This study examines the significance of culturally responsive curriculum (CRC) in addressing the unique needs of adult learners in higher education, recognizing them as a critical yet often overlooked demographic. Adult learners, typically characterized as non-traditional, encompass individuals who are generally older, work full-time, are enrolled part-time, have dependent children, and are financially independent. Given their distinctive educational and personal backgrounds, we advocate for CRC as a means to leverage the diverse experiences and knowledge these learners bring to educational settings. Through qualitative analysis of interviews and artifacts from both instructors and adult learners at a career and technical community college, we identify key themes related to effective teaching and learning practices that are responsive to adult learners' cultural contexts. We argue that adopting CRC not only enhances student engagement and success but also enriches learning environments for all participants by valuing and incorporating diverse perspectives and experiences.
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