STEM Career Changers Classroom Management Development After a Culturally Responsive Classroom Management Course: A Qualitative Analysis

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Culturally Responsive and Culturally Sustaining Pedagogy in Classroom Management (Table 4)

Abstract

The purpose of this paper is to examine STEM career changers’ culturally responsive classroom management (CRCM) development after completing a CRCM course. Researchers examined the data using Weinstein et al.’s CRCM Framework (2004). Six STEM pre-service teachers participated in semi-structured interviews about classroom management, including how prior experiences influenced CRCM development. Pre-service teachers developed a CRCM foundation, with gaps in awareness of biases and awareness of the broader social/political/economic context. Prior experiences contributed to management practices, but pre-service teachers acknowledged challenges and personal areas for growth. Implications point to gaps in research on STEM ACP CRCM development and the CRCM framework. More research is needed on coursework, induction efforts, and CRCM mentor training, key to building on the CRCM foundation.

Authors

• Karen E. McIntush, University of Houston

• Virginia W. Snodgrass Rangel, University of Houston

• Paige K. Evans, University of Houston