Exploring Variance in Faculty Use of Culturally Responsive Classroom Management Strategies at an Urban University

• In Event: Justice-Oriented Pedagogies in Teacher Education

Abstract

Culturally responsive classroom management (CRCM) – a central dimension of culturally responsive teaching - enables teachers to tailor their classroom management (CM) strategies to the unique needs of students from marginalized communities. Despite this, little research has been done to explore how teachers enact CRCM in practice, or in higher education. Through interviews with 62 participants teaching at the largest urban university in the country, I find that early career faculty are more likely to use CRCM strategies than their late career peers in practice. Faculty who had been in the profession longer used more traditional CM strategies. I discuss how participants’ strategies for classroom management correspond with psychological experiences to be expected at various phases of their career development.

Author

• Tiffany Brown, University of Connecticut - Storrs