Pedagogy and Professional Development

“Best Fit for Me”: Exploring the Role of Cultural Relevance to Improve Success for Underrepresented Minority Students in the Apparel Major

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Abstract

Based on primary challenges identified across a California state university system, this pilot study developed to address equity gaps among Under-Represented Minority (URM) Apparel students of Hispanic, African American, and/or Native American backgrounds. This study aims to learn more about Apparel students based on challenges due to the pandemic and transition to support their success. Culturally Relevant Pedagogy informed the following research questions: (1) Are there Culturally Relevant (CR) factors that motivated students to major in Apparel? (2) What influences students’ sense of achievement, excellence, and student-teacher relationships? (3) What are primary barriers experienced by students? And (4) how can faculty improve the classroom experience? We used culturally relevant approaches with focus group data collection. Results of this pilot study provides knowledge regarding Culturally Relevant approaches to support success of underrepresented minority students in the Apparel major and can be expanded with practice-based or research approaches.

Keywords: cultural relevance, equity gaps, student success, underrepresented minority

How to Cite:

Trejo, H. X., Whang, C., Cañedo, J. C., Wong, S., Zamarripa Venegas, K. & Barajas, X., (2024) ““Best Fit for Me”: Exploring the Role of Cultural Relevance to Improve Success for Underrepresented Minority Students in the Apparel Major”, International Textile and Apparel Association Annual Conference Proceedings 80(1). doi: https://doi.org/10.31274/itaa.17546