Teaching at the crossroads: Educators' perceptions of culturally responsive management in urban schools

Classroom management is a crucial skill that new teachers must develop. Nevertheless, novice teachers in urban schools often lack the confidence and skill set needed in this area, leading them to rely more heavily on classroom management strategies than their peers in non-urban settings. Effective classroom management is critical in high-needs urban schools, which frequently deal with challenges such as trauma, apathy, and disruptive student behavior. Culturally responsive classroom management strategies are valuable tools that urban educators can incorporate into their teaching practices to enhance student learning. This dissertation explores the perspectives of both novice and experienced teachers, as well as district administrators, on the use of culturally responsive classroom management. Data for this study were collected through interviews with novice and experienced teachers and administrators in an urban environment. The analysis presented in this dissertation may reveal differences in how novice and experienced teachers perceive classroom management and in their views on implementing culturally responsive strategies in urban settings.