Do Student Demographics Impact Classroom Management? A Qualitative Analysis of Preservice Teachers' Responses

• In Event: Moscone Center North Roundtable Session 9
  In Roundtable Session: Understanding and Training Preservice Teachers in Classroom Management

Abstract

We seek to explore pre-service teachers’ (PST) perceptions about managing diverse classrooms through the use of a single open-ended response question. Two major themes, diversity and inclusivity, emerged from the qualitative coding as characteristics impacting classroom management. Results revealed diversity described as student demographic characteristics and/or personal environment. Inclusivity was defined as the accommodation of expectations, an inclusive classroom culture, and conformity to expectations. Findings show that PSTs possess awareness that differences exist among students, yet implementation of culturally relevant classroom management (CRCM) is uncertain. Additionally, this study highlights implications for teacher preparation programs regarding the training of these teachers in CRCM in order to better prepare them for work in diverse classrooms.

Authors

• Karen McIntush, Texas A&M University - College Station

• Megan Svajda-Hardy, Texas A&M University - College Station

• Andrew Kwok, Texas A&M University - College Station