A Systematic Scoping Review of 20 years of Culturally Responsive Classroom Management Research

• In Event: Revisiting Culturally Responsive Classroom Management After 20 years: Collaborating to Inspire Future Research

Abstract

Culturally Responsive Classroom Management (CRCM) is the prominent theoretical model recommended for teachers to equitably manage their diverse classrooms (Milner, 2019). Despite the model's relevance, scholars (e.g., Milner, 2019; Patish, 2016) have noted a scarcity of CRCM studies since its introduction (Weinstein et al., 2003, 2004). However, few systematic reviews have been conducted to verify these observations. This study aims to fill this gap by conducting the first systematic review of the CRCM literature. The review identifies approximately 180 CRCM reports published between 2003 and 2023. A scoping review of this literature provides researchers with a foundation to identify and address existing gaps and limitations. By systematically addressing these gaps, researchers can enhance the CRCM model to more effectively combat the disproportionate discipline of culturally diverse students (Children’s Defense Fund, 1975; National Center for Education Statistics, 2020).

Authors

• James A. Hernandez, Florida State University

• Karen E. McIntush, University of Houston

• Beth M. Phillips, Florida State University