Teacher-Student Relationships Should Drive “Classroom Un-Management” for Historically Marginalized Elementary Students

• In Event: Culturally Responsive Classroom Management: Improving Outcomes for Diverse Students

Abstract

Harsh punishments occur at higher rates for historically marginalized students compared to White non-disabled students. Using the most recent data available from the Civil Rights Data Collection database, risk ratios revealed that across three different school districts within one state (urban, suburban, town), For example, Black elementary students were at higher risk for discipline actions of out of school suspension and in school suspension compared to their White peers. Harsh punishments compromise teacher-student relationships and ultimately negatively impact students’ academic achievement. Classroom “un-management” holds students to high academic expectations while affirming their identity through caring relationships. Teachers’ cultural responsiveness in the context of race, discipline and teacher-student relationships is pivotal in promoting academic success for many students.

Authors

• Kristin Cipollone, University at Buffalo - SUNY

• Kathryn L. Fletcher, Ball State University

• Janay Sander, Ball State University

• Deidra L. Bibbs, Rush University