Cultural responsiveness is fundamental to instruction and course design at all levels. Prevalent models of cultural responsiveness provided to curious or resistant faculty cause more motivation for resistance to cultural responsiveness or contribute overwhelming thoughts regarding how to implement cultural responsiveness. Current models leave many with a sense of being stuck in the middle and not sure what to do next. None of which contribute to better educational practice. The answer however is quite simple. The reason cultural responsiveness is needed is because of something called style divergence.
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