Culturally responsive classroom management (CRCM) has emerged as an essential pedagogical approach that promotes equitable learning environments by recognizing and valuing students’ diverse cultural backgrounds. As classrooms become increasingly diverse, teachers are expected to implement strategies that support inclusivity, respect cultural differences, and foster positive learning environments. This meta-analysis examines existing research on culturally responsive classroom management and its impact on student inclusivity in educational settings. This study utilized a meta-analytic approach to synthesize findings from previously published empirical studies on culturally responsive classroom management. A systematic search of peer-reviewed journal articles published between 2010 and 2024 was conducted using academic databases such as Google Scholar, ERIC, and Scopus. A total of 30 studies that met the inclusion criteria were analyzed. The studies were evaluated based on research design, sample characteristics, and reported outcomes related to classroom inclusivity, student engagement, and behavioral outcomes. The meta-analysis indicates that culturally responsive classroom management plays a critical role in promoting inclusive learning environments. By integrating culturally responsive practices into classroom management strategies, educators can enhance student engagement, reduce behavioral disparities, and support equitable educational outcomes. The findings highlight the need for teacher training programs and institutional policies that emphasize culturally responsive teaching practices to support diverse student populations.

Keywords: Culturally Responsive Teaching, Classroom Management, Student Inclusivity, Multicultural Education, Equity in Education.

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