Culturally Responsive Classroom Management: Awareness Into Action

By Carol S. Weinstein, Marie Curran, Saundra Tomlinson-Clarke. 2003

300 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/117d50f9100b595eb4933d7b798a3230ebb39f89

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Citations in the corpus

Implementing School-Wide Positive Behavioural Interventions and Supports to Better Meet the Needs of Indigenous Students (2014, background): “Weinstein, Curran, and Tomlinson-Clarke (2003) discussed that discrimination can transpire when teachers do not see that behaviour is culturally based and punish or devalue the behaviours of minority groups, which alienates and marginalizes some students.”
Classroom Management in Diverse Classrooms (2010, background): “(p. 29) Among other effective classroom management strategies and approaches in urban and diverse classrooms, Weinstein et al. (2003) stressed the importance of establishing expectations for student behavior, communicating with students in “culturally consistent ways” (p. 272), creating inclusive…”
Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework (2014, background): “…the cultural gap between educators and minority students, lack of training in culturally responsive behavior management practices, personal biases that lead to misinterpretations about behavior, or negative school climate (Raffaele Mendez & Knoff, 2003; Skiba et al., 2002; Weinstein et al., 2003).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Additionally, teachers who cultivate culturally sensitive classrooms are those who encourage student interests and autonomy, provide students opportunities for decision-making, and show appreciation for student opinions (Weinstein et al. 2003).”
Why Are "Bad Boys" always Black?: Causes of Disproportionality in School Discipline and Recommendations for Change (2005, background): “Yet, empirical comparisons of cultural interaction styles indicate that teachers regularly interpret African American behaviors as inappropriate when the actions are not intended to be so (Hanna 1988; Weinstein, Curran, and Tomlinson-Clarke 2004; Weinstein, Tomlinson-Clarke, and Curran 2003 ).”