21st Century Culturally Responsive Classroom Managaement: a systematic review

• In Event: Restorative Justice, Black Geographies, and Voice: Reframing School Discipline as a Fight for Human Rights

Abstract

U.S. urban education students disproportionately experience exclusionary classroom management practices (CMPs). “Throughout many classrooms, students of color are likely to receive…harsher consequences” (Santiago- Rosario et al., 2021; Skiba et al., 2011). Resultingly, the achievement gap widens (Gregory et al., 2010). The best CMPs benefit from careful consideration and ingenuity (Trudel et al., 2022). This can be seen in the interest in the intersection of physical space and socialization. For example, researchers can “examine space… as more than a simple background…” (Morrison et al., 2017).  Historically, teachers have hindered their racialized students from fully experiencing the classroom space. This review frames and critiques the intersection between contemporary CMPs and the racialization of space.

Author

• Janaya Little, University of Pennsylvania