Assessing Faculty Preparedness for Culturally Responsive Pedagogy: A Needs Assessment for Implementing Restorative and Radical Approaches in Graduate Marriage and Family Therapy and Clinical Training Programs
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Authors
Marshall, Rosondunnii
Issue Date
2026-04
Type
Dissertation
Language
en
Keywords
Educational Leadership & Learning Lifelong , Healthcare Innovation & Delivery , Culturally Responsive Pedagogy , Marriage and Family Therapy Education , Faculty Development,
Alternative Title
Abstract
Graduate clinical training programs are responsible for preparing future clinicians to provide culturally responsive and equitable care to diverse populations. However, many faculty members report limited preparation and institutional support for implementing equity-centered pedagogical approaches in graduate training environments. Without adequate faculty development and structural support, clinical training programs risk graduating clinicians who are insufficiently prepared to address systemic inequities and effectively serve historically marginalized communities. The purpose of this needs assessment project was to examine faculty preparedness and professional development needs related to implementing restorative and radical pedagogical approaches in graduate marriage and family therapy training programs. The project was guided by pedagogical frameworks that emphasize relational learning, critical reflection, and engagement with systemic inequities in education. A qualitative needs assessment design was employed using an electronic survey distributed to faculty members teaching in graduate-level clinical training programs across the United States. Fifteen faculty participants completed the survey. Open-ended responses were analyzed using conventional qualitative content analysis to identify patterns related to preparedness, institutional barriers, and professional development needs. Findings revealed variability in faculty preparedness and reliance on self-directed professional development due to limited institutional training opportunities. Results suggest structured faculty development and greater institutional support are necessary to strengthen culturally responsive teaching and improve preparation of future clinicians.