The Influence of Cultural Synchronization on a Teacher’s Perceptions of Disruption

By Carla R. Monroe, Jennifer E. Obidah. 2004

144 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c331d8a8fa6d997722c79b6bd85c4a6e32e79fba

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Beyond a Test Score (2012, background): “Students may have found that using humor can help family members ease away from or work through confrontation and conflict (Monroe & Obidah, 2004).”
From Caring as a Relation to Culturally Relevant Caring: A White Teacher's Bridge to Black Students (2005, background): “…beliefs and norms can be manifested in the form of low teacher expectations (Commins & Miramontes, 1989; Graham, 1996), classroom management issues (Monroe & Obidah, 2004; Tharp & Gallimore, 1989), communication problems (Bowers & Flinders, 1991; Dillon, 1989; Gay, 2002), and in unfavorable…”
The Promise of Black Teachers' Success with Black Students. (2006, background): “…(Dixson, 2002; Foster, 1990, 1997; Holmes, 1990; Hudson & Holmes, 1994; Irvine & Irvine, 1983; King, 1993; Milner & Howard, 2004; Milner, 2003; Monroe & Obidah, 2004), and this literature is not limited to public schools but also highlights Black teachers’ experiences in higher education,…”
Classroom Management in Diverse Classrooms (2010, background): “Culturally responsive management frameworks “incorporate elements of students’ home, personal, and community lives into the classroom” (Monroe & Obidah, 2004, p. 259).”
Why Are "Bad Boys" always Black?: Causes of Disproportionality in School Discipline and Recommendations for Change (2005, background): “Empirical findings further suggest that culturally responsive teachers are more comfortable in their roles as disciplinarians, less likely to write disciplinary referrals, and have stronger relationships with students and parents than their counterparts (Cooper 2002; Monroe and Obidah 2004).”
Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy (2018, unknown): “Indeed, the foundation of CRP, and contemporary elaborations, include cultural synchronization (Irvine, 1990; Monroe & Obidah, 2004), cultural congruence (Au & Kawakami, 1994; Day-Vines & Day-Hairston, 2005), “cultural solidarity” (Ladson-Billings, 2001, p. 81), cultural connectedness (Irizarry,…”
Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping (2013, background): “…perspective of cultural synchronization or culturally responsive pedagogy, one may argue that disruptive classroom behaviors should not be perceived as students’ disrespectful acts, but simply as normal behaviors shaped by their cultural background (Irving and Fraser 1998; Monroe and Obidah 2004).”
Unmasking the Inequitable Discipline Experiences of Urban Black Girls: Implications for Urban Educational Stakeholders (2011, background): “and inept classroom behavior management skills have all been offered as plausible explanations for teachers’ overreliance on office referrals and punitive discipline strategies to manage Black children’s behavior (Fenning and Rose 2007; Gregory and Mosely 2004; Monroe and Obidah 2004).”