Classroom Management Styles of Black American and Rwandan Educators of Black Students: A Critical Ethnography

• 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

This study explores the classroom management styles of Black American and Rwandan educators teaching Black students, emphasizing culturally responsive practices. Using a critical ethnographic approach, the research examines how these educators manage and perceive student behavior, influenced by shared historical and cultural experiences. Through interviews and observations, the findings reveal that both groups employ strategies like public acknowledgment of achievements, relationship building, and structured routines. The study highlights the importance of culturally responsive classroom management in fostering positive student outcomes and supporting Black students in diverse educational settings.

Author

• Tiffany Crawford, University of Missouri