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Description
This study explores the teaching experiences of international graduate teaching assistants (IGTAs) in undergraduate STEM classrooms at a large regional public university in the United States. Guided by Hofstede's cultural dimensions theory, specifically the concept of power distance, the study investigates how IGTAs make sense of authority and classroom dynamics in a new educational setting. Drawing on interview data from twelve GTAs (eight international and four domestic), the study addresses how IGTAs interpret and navigate power distance in their teaching roles. Findings reveal that IGTAs from high-power-distance cultures often experience initial discomfort with student-centered classroom practices, including informal dialogue and faculty-student relationships. Over time, however, many participants adapt by developing their understanding of different pedagogical practices, building rapport with students, and drawing on institutional support. The study underscores the importance of culturally responsive professional development (PD) programs that address not only instructional strategies but also the variety of cultural backgrounds that IGTAs bring to the classroom.
