Exploring Cultural Diversity Shaping Teaching Practices and Teacher–Student Relationships among Ethnic Minority Teachers in Shandong, China

HRMARS - This study explored how cultural diversity shapes the teaching practices of ethnic minority teachers and their relationships with students. This study employed qualitative approach using qualitative case study method. Three participants who were ethnic minority teachers in three different secondary schools in Shandong Province, China were involved in the study. All data were collected by conducting semi-structured interviews and observation in classrooms. The themes of the data were analyzed by thematic analysis. Data triangulation was used in this study to increase credibility and trustworthiness of the findings. The findings revealed three major themes and twelve sub-themes. The first theme, Culturally Responsive Pedagogical Practices, highlighted teachers’ efforts to integrate students’ cultural backgrounds into lessons, utilize culturally relevant materials, demonstrate pedagogical flexibility, and adapt instruction to diverse learning needs. The second theme, Cultural Mediation in Classroom Interaction, emphasized teachers’ roles in managing cultural differences, addressing misunderstandings, promoting inclusive classroom norms, and encouraging student voice and cultural expression. The third theme, Relationship Building through Cultural Sensitivity, focused on trust building, emotional support, balancing authority with approachability, and strengthening students’ engagement and sense of belonging. Findings indicated that students generally had very positive perceptions of school when their cultural identities were acknowledged and respected by teachers. Participation, confidence, and mutual respect were reported by students and teachers when teachers practiced culturally responsive teaching and were considered to be building positive teacher-student relationships. Thus, cultural diversity viewed as an educational resource that can enrich teaching practices and promote establishment of positive learning environments that are inclusive of all students. The findings from this study can contribute to the multicultural education, and how teachers teach students from diverse backgrounds, particularly in how they practice and become culturally responsive teachers, and develop and use their multicultural competence.