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Toward a Conception of Culturally Responsive Classroom Management

Rutgers University

Saundra Tomlinson-Clarke

Rutgers University

Mary Curran

Rutgers University

Given the increasing diversity of our classrooms, a lack of multicultural competence can exacerbate the difficulties that novice teachers have with classroom management. Definitions and expectations of appropriate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds. The purpose of this article is to stimulate discussion of culturally responsive classroom management (CRCM). We propose a conception of CRCM that includes five essential components: (a) recognition of one’s own ethnocentrism; (b) knowledge of students’ cultural backgrounds; (c) understanding of the broader social, economic, and political context; (d) ability and willingness to use culturally appropriate management strategies; and (e) commitment to building caring classrooms. In the final section of the article, we suggest questions and issues for future research.

Key Words: cultural diversity • classroom management • culturally responsive pedagogy

Journal of Teacher Education, Vol. 55, No. 1, 25-38 (2004)
DOI: 10.1177/0022487103259812


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