Secondary urban STEM teacher candidates’ perceptions of the impact of a culturally responsive classroom management course

Authors

DOI:

https://doi.org/10.32674/ke34q273

Keywords:

classroom management , culture, STEM, novice teachers, secondary teachers

Abstract

The research goal was to examine the impact of a culturally responsive classroom management (CRCM) course taken concurrently with clinical teaching on the development of secondary STEM teacher candidates’ CRCM self-efficacy in a UTeach program. The teacher candidates (n = 16) attended a Tier 1 research university in a diverse urban setting. The Culturally Responsive Classroom Management Self-Efficacy scale was administered as a pre/posttest (Siwatu, 2017), followed by an exit interview. Clinical teachers have demonstrated improved self-efficacy in areas such as developing student-teacher relationships to foster community, establishing co-created norms, and enforcing routines and procedures. The implications highlight the need to integrate CRCM in UTeach and STEM teacher preparation programs to promote inclusive, equitable STEM classrooms.

Author Biographies

  • Karen Graham McIntush, University of Houston, USA

    Dr. Karen McIntush is a Clinical Assistant Faculty member and faculty advisor with teachHOUSTON at the University of Houston, College of Natural Sciences and Mathematics. She received her Ph.D. in Curriculum and Instruction from Texas A&M University and has over 20 years of experience in higher education, predominantly working with pre-service teachers, as well as leading undergraduate and graduate research teams. She manages various NSF grants and conducts research on teachHOUSTON programs including classroom management, teacher residencies, and induction and mentoring efforts to support novice STEM teachers. 

  • Ramona Mateer, University of Houston, USA

    Ramona Mateer is a Master Teacher and lecturer at the University of Houston, teachHOUSTON program. Her passion is preparing STEM teachers in classroom management and metacognition, with research interests in classroom management development for STEM teacher candidates and mentor teachers. 

  • Paige K. Evans, University of Houston, USA

    Paige Evans, Ed.D., is a Co-Director and Clinical Professor for teachHOUSTON at the University of Houston. She leads initiatives to expand STEM teacher preparation and collaborates with partners at the local, state, and national levels to advance STEM education and literacy. Her research focuses on STEM education and STEM teacher preparation. Dr. Evans is a published author and award-winning educator with over 18 years of experience as a math and science teacher and leader.

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Published

2025-09-13

Issue

Vol. 16 (2025): American Journal of STEM Education

Section

Evidence-Based Innovations in STEM Teacher Preparation

How to Cite

McIntush, K. G., Mateer, R. M., & Paige K. Evans. (2025). Secondary urban STEM teacher candidates’ perceptions of the impact of a culturally responsive classroom management course. American Journal of STEM Education, 16, 33-58. https://doi.org/10.32674/ke34q273