Early career teachers' perceptions and preparedness for culturally responsive teaching when teaching Black youths with behavior challenges.

In my study, I explore the perceptions and preparedness of early career teachers in the context of culturally responsive teaching (CRT) when instructing Black youth with behavior challenges. Early career teachers play a vital role in shaping the educational experiences of their students. Their beliefs and readiness to employ CRT practices are critical factors in addressing the unique needs of Black youth, particularly those facing behavioral difficulties. I investigated the perceptions of early career teachers regarding the importance of CRT and its effect on the learning environment. I examined how these teachers perceive the value of cultural responsiveness in managing behavior challenges within the classroom. I also delved into the preparedness of early career teachers to implement CRT practices. This aspect incorporates their training, access to resources, and strategies for effectively engaging Black youth with behavior challenges. My study aims to shed light on the extent to which early career teachers perceive they are equipped to meet the diverse needs of their students. By emphasizing the experiences of Black youth with behavior challenges, I provide insight into the intersection of cultural responsiveness and classroom management. I sought to uncover the specific strategies that early career teachers employ to create an inclusive and supportive learning environment. My findings can potentially inform teacher training programs, school policies, and educational practices that promote more equitable and effective teaching methods for Black youth with behavior challenges. In doing so, I contribute to a deeper understanding of the complexities of CRT in diverse classroom settings.