Rethinking Classroom Management: Why Teacher-Student Relationship Research in Psychology Should Drive “Classroom Un-Management” for Traditionally Marginalized Students

Harsh punishments occur at higher rates for traditionally marginalized students and compromises teacher-student relationships.  Classroom un-management holds students to high academic expectations while affirming their identity through caring relationships.  Teachers' cultural responsiveness at the nexus of race/ethnicity must be examined to understand teacher-student relationships and outcomes for traditionally marginalized students.