A GROUNDED THEORY OF CULTURALLY RESPONSIVE RESEARCH
WHY CULTURALLY RESPONSIVE?
Since Ladson-Billings (1995) published on culturally relevant pedagogy, culturally responsive research (CRR) has been engaged under a number of names (e.g., culturally sensitive, culturally competent) and through a number of practices. At the same time, researchers are working in environments increasingly hostile to core concepts/goals of CRR, seen in measures such as anti-diversity, equity, and inclusion legislation and public protest of critical race theory.
In this project, we seek to develop a deeper understanding of why, how, and who for CR researchers engage under this umbrella, and the successes and tensions they face.
To participate, you will be asked to complete a screening survey
(found here: CRR screening survey) and if eligible sit with us for an interview lasting 60-90 minutes.
Please contact Lorien with questions, and learn about the team below.
Meet the Team
Kate Ketchum,MA, LPC-S
Ph.D. student in Counselor Education and Supervision
Kate is a second-year doctoral student in the Counselor Education and Supervision program at the University of Arkansas and a Licensed Professional Counselor and Supervisor. She currently works as a private practice clinician at Connect & Thrive Therapy Co and supervises counselors in training at the UofA. She also teaches the Master's level course Internship and Helping relationships at the undergraduate level. She is passionate about equipping future counselors and offering research and engaging in service that is focused on relationships, advocacy, empathy, and wellness. Kate's research interests include: mental health and exercise, Women's issues and wellness, Objectification theory and diet culture, creative expressions in counseling and counselor education and supervision, Adventure Therapy and Play Therapy.
Ph.D. Student in Agricultural, Food, and Life Sciences, with a concentration in Agricultural Communications
Isabel’s research explores the roles of culture and identity on student success, culturally responsive research and teaching, measuring cultural competence among students and faculty, agricultural communications curriculum and instruction, in addition to student perceptions of and experiences with honors and international programs. Additionally, since 2018 she has mentored six honors students through theses ranging from consumer perceptions of sustainable food packaging, consumer perceptions of food advertisements, mental health in veterinary sciences, and developing communications materials for individuals enrolled in food assistance programs. Her two current honors students are researching autistic honors students’ needs and how individuals assign gendered human traits to exotic animals.