Asset-Based Approaches to Education, Classroom Management, and Discipline Disproportionalities For Students of Color: How Do Teachers Make Sense of and Manage Behaviors in the Classroom?

Abstract

Purpose: This study aims to gain a deeper understanding of culturally responsive classroom management (CRCM) skills and practices and explores to what extent asset-based approaches to education, specifically CRCM, have the potential to disrupt negative discipline outcomes at the classroom level and reduce discipline disparities for Latino/a students.Methods: The researcher conducted in-depth interviews with a total of five middle school teachers to explore what approaches, beliefs, and values, teachers employ to effectively manage student behavior within the classroom. An expert nomination strategy was used to identify potential teacher participants. Interviews were analyzed using In Vivo coding techniques in the first cycle of coding and Focused coding in the second cycle. Themes were developed according to emergent categories after the second cycle of coding. Results: The teachers in the study articulated three primary values and beliefs when describing their classroom management approach: RELATIONSHIPS, EXPECTATIONS, and CULTURE. These values and beliefs shaped the way in which they managed their classroom for a group of predominantly Latino/a students. Additionally, four key findings emerged from the data analysis: 1) All five teachers who participated in this study exhibited a range of asset-based and CRCM approaches, practices, and characteristics; 2) Teachers can actively implement asset-based practices without prior training or professional development; 3) Students’ culture and background influenced how the Latina teachers approached classroom management, but did not for the White teachers; and 4) Teachers reported that they preferred handling challenging student behaviors within the classroom, without office intervention. Conclusions: The results show that the teachers in this study leveraged relationships, expectations, and students’ home culture to effectively manage their classrooms in a predominantly Latino/a school. These elements, which are asset-based, help to moderate the discipline disparities that exist for students of color. Furthermore, the results indicate that when teachers incorporate asset-based values and beliefs into their classroom management approach, they report they are able to effectively manage student behavior in the classroom without office intervention.