BIO

Hello! I’m Kylee and I’m a second year student from Port St. Lucie, FL pursuing my bachelor's in criminology with a minor in psychology. I am currently completing the bachelor's to master's pathway in the College of Criminology where I am taking graduate level courses to get a headstart on my master's degree. I plan to pursue a career within the juvenile justice system in hopes to be able to guide the youth in the system and advocate for at-risk youth. I am currently a part of Teach for America’s IGNITE Fellowship program where I tutor 5th grade math. This experience has given me a better understanding of the issue of educational inequity while simultaneously having the opportunity to impact students' academic growth. My research interests include disproportionate minority youth contact, assessing the school-to-prison pipeline, and delinquency & education. In the Undergraduate Research Opportunity Program, I have been able to further explore my research interests and expand my knowledge on the importance of culturally responsive classroom management and how it relates to my own career interests.

A Systematic Review of 20 Years of Culturally Responsive Classroom Management Research

Abstract

Teachers may be struggling to manage their rapidly diversifying student population. Scholars have conducted an array of culture and classroom management studies attempting to ameliorate this concern. Across these studies, Culturally Responsive Classroom Management (CRCM) has remained a prominent theoretical model suggested by researchers for teachers to equitably manage their diverse classrooms (Milner, 2019). However, in the nearly 20 years since the introduction of the CRCM model (Weinstein et al., 2003, 2004), there has not been a focus on synthesizing this literature to further iterate on this model. This has resulted in limitations for researchers using the CRCM model to describe the CRCM phenomenon and may have limited teachers using this model to manage their diverse classrooms.
Therefore, the purpose of this systematic review is to develop a new parsimonious iteration of the CRCM model. We will fulfil this purpose by thematically analyzing the literature and synthesizing the results. We hope that the findings gained from nearly 20 years of literature on this topic will assist researchers and teachers in better understanding the CRCM model. Furthermore, with a stronger understanding of the CRCM model, this may assist teachers in implementing CRCM in their classrooms so that they may celebrate their students’ diversity instead of punishing them for it. This study is the second of three culture and classroom management studies; a series aimed at further understanding the broader phenomenon of the role of culture in classroom management.

Keywords: Culturally responsive classroom management, systematic literature review, culturally relevant and responsive education, classroom management, behavior management