Date of Award
College of Education (COE)
Ed.D., Curriculum and Instruction
Committee Member 1
Committee Member 2
Committee Member 3
Committee Member 4
Accentedness, Cognitive load, Cultural awareness, International teaching assistant, Microaggression, Stereotype
The purpose of this study was to examine the impact of gender, teaching styles, student cultural awareness, professor’s accent, and ethnicity on students’ perceptions of foreign professors at a Historically Black College and University. Multiple regression was used for the analysis of this study. The predictor variables were analyzed through a pilot study to ensure that they were related to the dependent or criterion variable, as required of multiple regression models. Two hundred students participated in this study, during the Fall semester of 2021. All the subjects completed a questionnaire on students’ perceptions of foreign professors. The results revealed that gender, teaching styles, cultural awareness, and student ethnicity had a statistically significant effect on students’ perceptions of foreign professors. Teacher accent was not statistically significant on students’ perceptions of foreign professors. Based on the findings of this study, it was recommended that students should learn and familiarize with foreign culture. Accepting cultural differences and embracing them can enhance student-teacher relationships with foreign professors.
Copyright © for this work is retained by the author. Any documents and information presented are protected by copyright under US Copyright laws and are the property of the author. All Rights Reserved. For permission to use this content please contact the author or the Graduate School at Texas Southern University (email@example.com).
Butiko, Caleb D.E, "Students' Perceptions of Foreign Professors at a Historically Black college and university (HBCU)" (2022). Dissertations (2016-Present). 9.