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Cultural Diversity in Online Education: An Exploration of Instructors’ Perceptions and Challenges


by Alex Kumi-Yeboah, James Dogbey, Guangji Yuan & Patriann Smith - 2020


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Cite This Article as: Teachers College Record Volume 122 Number 7, 2020, p. -
https://www.tcrecord.org ID Number: 23332, Date Accessed: 9/30/2020 9:34:21 PM
 
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About the Author
  • Alex Kumi-Yeboah
    University at Albany, State University of New York
    E-mail Author
    ALEX KUMI-YEBOAH, Ph.D., is an Assistant Professor of Education in the Department of Educational Theory and Practice, School of Education at the University at Albany, State University of New York. He specializes in the cross-cultural educational challenges and successes of Black immigrant youth with a specific emphasis on African immigrant students and diversity issues in online education. His research interests include mediating cross-cultural factors that affect the educational challenges and achievement of Black immigrant students in United States schools. He also studies cross-cultural collaboration and multicultural contexts in online education. His recent publications have appeared in the Online Learning Journal and Teachers College Record.
  • James Dogbey
    Texas A&M University-Corpus Christi
    E-mail Author
    JAMES DOGBEY, Ph.D., is an Assistant Professor of Mathematics and Mathematics Education in the Department of Mathematics and Statistics at Texas A&M University–Corpus Christi. His research interests include analysis of school mathematics curriculum, assessment in mathematics education, finding alternative methods to conventional methods of doing mathematics, the use of technology in global education, and research collaboration in mathematics education. His recent publications have appeared in the Online Learning Journal, Assessment in Education: Principles, Policy & Practice, and International Journal of Science and Mathematics Education.
  • Guangji Yuan
    University at Albany, State University of New York
    E-mail Author
    GUANGJI YUAN is a Ph.D. candidate in the Educational Practice and Theory Department at the University at Albany. She is a Chinese international student who earned her master’s degrees from the Educational Practice and Theory Department at the State University of New York at Albany. She has investigated online multicultural learning for the last four years. Her research interests and focuses are multicultural instructors’ perception of online teaching and international students’ online learning experiences. As an international student, she offers insights from an international scholar’s point of view and experience. She gained hands-on research experience through on-site data collection, conducting interviews for both students and teachers, transcribing interviews, conducting discourse analysis and content analysis. She is proficient in both quantitative and qualitative analysis software, including R, SPSS, Nvivo11. She has used grounded coding, regression analysis, Social Network Analysis, and other analysis methods in her research.
  • Patriann Smith
    University of South Florida
    E-mail Author
    PATRIANN SMITH, Ph.D., is an Assistant Professor of Literacy Studies in the Department of Teaching and Learning at the University of South Florida. Her research interests include Black immigrant Englishes/literacies, standardized and non-standardized English ideologies, multicultural teacher education, literacy assessment, and cross-cultural and cross-linguistic literacy practices. Her recent publications include “How Does a Black Person Speak English? Beyond American Language Norms” published by the American Educational Research Journal, “Understanding Afro-Caribbean Educators’ Experiences with Englishes across the Caribbean and U.S. Contexts and Classrooms: Recursivity, (Re)positionalisy, Bidirectionality” published by Teaching and Teacher Education, “(Re)Positioning in the Englishes and (English) Literacies of a Black Immigrant Youth: Towards a ‘Transraciolinguistic’ Approach” published by Theory into Practices.
 
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