How to Build Cultural Bridges in the Classroom: Kinesiology Undergraduate Students’ Perceptions and Opinions of Instructor Teaching Practices

The consideration of culture has led to the development of various frameworks to help understand the implications of cultural differences and considerations within educational settings. Various professionals within STEM, HEPE, and higher education call for attention in equity and access pertaining to kinesiology and exercise science curriculums in higher education to support success for all. To aid this call, Ladson-Billings’ Culturally Relevant Pedagogies framework is used to critically examine undergraduate students’ perceptions and opinions of cultural relevance within kinesiology/exercise science/health sciences. The following study explored students’ interpretations and perceptions of how their educators utilize culturally relevant teaching practices in kinesiology. A phenomenological approach was used to analyze the online survey completed by 45 undergraduate students (22.2 ± 4.2 years). Based on this approach, three key aspects were conceptualized: inclusion, relationship-oriented, and welcoming environment. Educators can implement these approaches to be more culturally relevant in the eyes of their students.