Extending Culturally Responsive Classroom Management to Enhance Contemporary Classrooms: A Conceptual Framework

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

Abstract

It has been twenty years since Weinstein et al. (2003) introduced their Culturally Responsive Classroom Management (CRCM) framework. Despite the framework’s growing attention in literature, we have yet to observe substantive change in our nation’s disciplinary practices. Prior focus has been on the framework’s explicit tenets (i.e., praxis and environment); however, we argue its implicit tenets (i.e., self, other, context) to be paramount and necessitates dedicated focus. In this conceptual piece, we present an alternative view of CRCM’s framework and extend the authors’ focus in these core areas. Through this lens, we frame CRCM within a recursive and reflective process to be engaged throughout a teacher’s career. We offer academics and practitioners with considerations and present implications for future change.

Authors

• Megan Svajda-Hardy, Texas A&M University

• Andrew Kwok, Texas A&M University

• John A. Williams, Texas A&M University

• Sara Ines Halabi, College Station ISD