Culturally Responsive Classroom Management and its Effect on Behaviors and Academic Success in the Classroom

Traditional classroom management places an emphasis and rewards and discipline, and little emphasis on relationship building. As schools continue to become more diverse, teacher make-up remains mostly White, and the disproportionality in academics and discipline continues to grow, thus a need for cu...

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Main Author: Rogowski, Kaitlyn M.
Format: Online
Language:eng
Created: Oscar Rennebohm Library 2021
Online Access:http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/53
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spelling edcoai_p16315coll4-53 Culturally Responsive Classroom Management and its Effect on Behaviors and Academic Success in the Classroom Rogowski, Kaitlyn M. Traditional classroom management places an emphasis and rewards and discipline, and little emphasis on relationship building. As schools continue to become more diverse, teacher make-up remains mostly White, and the disproportionality in academics and discipline continues to grow, thus a need for culturally responsive classroom management (CRCM). The purpose of this literature review is to identify the intersection of cultural needs and behavior management, primarily to understand the impact it has in the classroom environments on both student social-emotional and academic success. The literature reviewed looks at K-12 public schools in the U.S., with a specific focus on disproportionality in academic performance and discipline practices. The findings produced a significant amount of data showing a need for CRCM based on suspension rates across the U.S. The literature overwhelmingly suggests that CRCM is beneficial to both academics and behaviors. However, there is a need for more research to understand the direct and long-term effects. Recommendations suggest rigorous teacher training in CRCM and research that measures the academic and behavioral outcomes of CRCM in practice. Classroom management; Culturally relevant pedagogy; Teacher-student relationships; Academic achievement; 2021-12 United States eng Text application/pdf ESC-2021-Rogowski Oscar Rennebohm Library Non-exclusive permission granted by the copyright holder (author), authorizing the Oscar Rennebohm Library, Edgewood College, to digitize and distribute the work for nonprofit, educational purposes. Commercial use or profit is prohibited. The copyright owner retains all other rights of the work. http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/53
institution Edgewood College
collection OJS
language eng
format Online
author Rogowski, Kaitlyn M.
spellingShingle Rogowski, Kaitlyn M.
Culturally Responsive Classroom Management and its Effect on Behaviors and Academic Success in the Classroom
author_facet Rogowski, Kaitlyn M.
author_sort Rogowski, Kaitlyn M.
title Culturally Responsive Classroom Management and its Effect on Behaviors and Academic Success in the Classroom
title_short Culturally Responsive Classroom Management and its Effect on Behaviors and Academic Success in the Classroom
title_full Culturally Responsive Classroom Management and its Effect on Behaviors and Academic Success in the Classroom
title_fullStr Culturally Responsive Classroom Management and its Effect on Behaviors and Academic Success in the Classroom
title_full_unstemmed Culturally Responsive Classroom Management and its Effect on Behaviors and Academic Success in the Classroom
title_sort culturally responsive classroom management and its effect on behaviors and academic success in the classroom
description Traditional classroom management places an emphasis and rewards and discipline, and little emphasis on relationship building. As schools continue to become more diverse, teacher make-up remains mostly White, and the disproportionality in academics and discipline continues to grow, thus a need for culturally responsive classroom management (CRCM). The purpose of this literature review is to identify the intersection of cultural needs and behavior management, primarily to understand the impact it has in the classroom environments on both student social-emotional and academic success. The literature reviewed looks at K-12 public schools in the U.S., with a specific focus on disproportionality in academic performance and discipline practices. The findings produced a significant amount of data showing a need for CRCM based on suspension rates across the U.S. The literature overwhelmingly suggests that CRCM is beneficial to both academics and behaviors. However, there is a need for more research to understand the direct and long-term effects. Recommendations suggest rigorous teacher training in CRCM and research that measures the academic and behavioral outcomes of CRCM in practice.
publisher Oscar Rennebohm Library
publishDate 2021
url http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/53
_version_ 1800297916412198912

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