Working toward culturally responsive sexuality education: Recommendations for becoming a culturally responsive teacher

Abstract

It is human nature to perceive things differently and subsequently to define those differences as either good or bad. How does this dichotomous way of thinking affect an educators approach to culturally responsive teaching, specifically when teaching sexuality education? Drawing from interviews of 10 sexuality educators who received above average intercultural competence scores, this study explored educators’ perspectives on culturally responsive sexuality education, and describes the approaches interculturally competent sexuality educators used to navigate perceived differences in learning environments. In addition, recommendations for how to develop sexuality educators’ intercultural competence are also discussed.

Keywords:

• Culturally responsive teaching
• cultural competence
• difference
• intercultural development inventory
• minimal group theory
• sexuality education