Scoping Literature Review of Empirical, Culturally Responsive Classroom Management Studies (Poster 14)

• In Event: Sunday Poster Session 9:35 am
  In Poster Session: Classroom Management SIG Poster Session

Abstract

Students of color are more likely to receive longer and harsher punishments than their peers. One way to mitigate this educational inequity is by training teachers in culturally responsive classroom management (CRCM). When teachers consider their backgrounds and the previous experiences of their students in creating a more inclusive environment, learning and engagement is facilitated. Despite knowing the benefits, research has yet to be synthesized and made accessible for researchers and practitioners. This study conducts a scoping literature review of evidence on CRCM. We identify all empirical studies to unearth gaps in content as well as conduct a quality assessment to identify to the level of rigor of this base to suggest directions for future research.

Authors

• Andrew Kwok, Texas A&M University

• Ashlynn Kogut, Texas A&M University

• Kathy Ogden Macfarlane, Texas A&M University