Article
The Influence Of "Accessibility Cues" On Students' Engagement and Interactions with African American Faculty
The International Journal of Teaching and Learning
(2019)
Abstract
This phenomenological study examined the perceptions and experiences of 22 traditional aged
students when their African American faculty used “accessibility cues” in the classroom. Examples
of “cues” include; encouraging students to actively participate in class, evaluate an assignment, or
share personal experiences related to the class topic. Students perceive this form of active pedagogy
as an indicator that the faculty member is willing to engage outside the formal classroom
environment (Wilson, Woods, & Gaff, 1974). Results of in depth interviews with the students in this
study, reveals that when faculty use these “cues” in the classroom, students felt respected, valued,
supported, and safe in the learning environment. Although this study occurred at a singular
institution in the northeastern region of the United States, the findings of this study are beneficial to
faculty and administrators across the globe. This study illuminates how pedagogy in the class can
have a direct influence on student engagement.
Disciplines
Publication Date
2019
Citation Information
Kathleen Neville and Tara L. Parker. "The Influence Of "Accessibility Cues" On Students' Engagement and Interactions with African American Faculty" The International Journal of Teaching and Learning Vol. 31 Iss. 2 (2019) p. 249 - 260 Available at: http://works.bepress.com/kathleen-neville/11/
Creative Commons license
This work is licensed under a Creative Commons CC_BY-ND International License.