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The increasing population of minority students in higher education in the United States makes it relevant to focus on the issue of how to improve current educational philosophies, instruction and curriculum design, investment, and organization to meet the needs of minority students. A "teaching gap" between minority students' learning needs and pedagogical responses to these needs exists in American postsecondary education. This qualitative research study addressed this knowledge gap by usingdoi:10.22492/ije.5.1.02 fatcat:e72sa5pyqrdorgvzuhf3onwtfu