Novice Teachers' Culturally Relevant Classroom Management Preparedness: Implications for Historically Black College and University and Predominantly White Institution Educator Preparation Programs

• In Event: Moscone Center North Roundtable Session 9
  In Roundtable Session: The Intersection of Teacher Education and Black Education

Abstract

To be successful, novice teachers must be equipped to handle the varied learning and cultural styles of students; yet, traditional classroom management training reflects the viewpoints of the dominant culture and does not take into account the cultural needs of students. Towards this end, culturally relevant classroom management (CRCM) is useful. The purpose of this study is to explore the perceptions of teachers on their classroom preparedness and CRCM, as well as whether there is a difference in CRCM competency by the background and teacher preparation experiences (HBCU v. PWI) of novice teachers. We find that while HBCU educational experiences are helpful, intentional CRCM programming within teacher education and ongoing professional development is needed to support novice teacher success.

Authors

• Tremaine Young, East Carolina University

• Crystal Renee Chambers, East Carolina University