Classroom management is not just about setting rules to control student behavior; it also aims to create an equal and inclusive learning environment for each student. To increase the effectiveness of teaching, it is of great importance to create a classroom climate that is open to intercultural interaction and communication. In this context, one of the basic elements that should be considered in the management of the educational process is the different cultural characteristics of individuals. Teachers' ability to exhibit culturally responsive classroom management depends on ensuring social justice in the classroom, having knowledge of students' cultural values ​​, and communicating effectively with them (Gaias et al.,2019). According to Milner and Tenore (2010), the basic principles of culturally responsive classroom management include correctly understanding equality, recognizing the power dynamics among students and deeply understanding their life experiences. In this context, teachers with culturally responsive classroom management skills are expected to have different characteristics than traditional teacher roles. These teachers consider the cultural diversity in the classroom and the student's past experiences and strive to create a learning atmosphere in which students can freely express their identities and feel like they belong in the classroom environment.

The purpose of this study is to systematically review the literature on studies conducted on culturally responsive classroom management and to identify current research gaps and future focus areas in this area. In addition, it is aimed to evaluate the effectiveness of classroom management strategies by considering cultural diversity and to make recommendations for teachers to develop cultural sensitivity. This study aims to contribute to educators in creating an inclusive and effective learning environment that is sensitive to different cultures by emphasizing the importance of culturally responsive classroom management in education.

This research is a systematic analysis study. Therefore, it is thought that the study will contribute to a better understanding of culturally responsive classroom management practices and to researchers' access to the existing literature on this subject. It is important in terms of providing researchers with the opportunity to see the findings of previous studies in this field together, to make comparisons and to access the literature in a more systematic way. When the literature is examined, it is seen that the culturally responsive classroom management approach, which initially had a limited place in educational policies for different cultural groups, has begun to be widely used over time to strengthen classroom interactions and create an inclusive learning environment.

In this context, this Systematic Analysis Study aims to reveal how the concept of intercultural classroom management is defined and the results associated with the relevant variables by examining the research conducted in Turkish and English between 2010-2024 on the use of intercultural classroom management in education. This study aims to identify research trends and existing gaps in the field of culturally responsive classroom management and to offer suggestions for future research.

This study includes a systematic analysis of articles on culturally responsive classroom management in the field of Turkish and English education between 2010 and 2024, which are available in Web of Science and Scopus databases. The basic principles expressed in the PRISMA (Preferred Reporting Protocol for Systematic Analysis and Meta-Analyses) protocol were used for the systematic analysis process (Moher, et al., 2009). The PRISMA reporting protocol consists of four stages: Identification, Screening, Eligibility, and Inclusion. These stages were implemented in order to ensure robustness and transparency in the literature review process on culturally responsive classroom management. In the Web of Science database, 101 articles identified as a result of research on culturally responsive classroom management were found. In the Scopus database, 103 articles identified as a result of research on the same subject were found. At this stage, 184 articles that did not meet the culturally responsive classroom management criteria in both databases were excluded and 20 articles that met the determined criteria were included in the study. In this phase, 101 articles obtained from Web of Science database were examined for suitability for systematic analysis and 91 articles outside the field of classroom management and cultural responsive were excluded. 10 articles that met the criteria were included in the study. Similarly, 103 articles obtained from Scopus database were evaluated for suitability for culturally responsive classroom management criteria and 93 articles that did not meet the criteria were excluded. As a result, a total of 20 articles from Web of Science and Scopus databases were included in the study. At this stage, a total of (n=20) studies were included in the systematic data analysis process, including articles obtained from the Web of Science database (n=11) and articles obtained from the Scopus database (n=9). Criteria for inclusion in the systematic analysis process: 1. The studies must have been conducted between 2010-2024, 2. They must examine culturally responsive classroom management issues, 3. They must provide direct information about classroom management strategies and practices based on cultural diversity in the field of education. Since the value of a systematic analysis study is closely related to the quality of the included studies, the evaluated studies were classified by dividing them into subcategories.

Systematic analyses reveal that culturally responsive education helps teachers effectively manage cultural diversity, increase students’ academic success, and support their social adaptation. It has been determined that such training programs help teachers develop their cultural awareness and create more inclusive and safe learning environments in the classroom. Culturally responsive teachers allow students to recognize and respect their cultural identities, while also increasing social adaptation and empathy among students. In addition, it is emphasized that teachers’ understanding of their own cultural identities and prejudices is critical to culturally responsive classroom management. These analyses shed light on the development of more efficient educational strategies in classroom environments that include cultural diversity, ensuring social equality, and improvements in educational policies. The spread of culturally responsive education models on a global scale contributes to education systems becoming more inclusive.

•Gaias, L. M., Johnson, S. L., Bottiani, J. H., Debnam, K. J., & Bradshaw, C. P. (2019). Examining teachers' classroom management profiles: Incorporating a focus on culturally responsive practice. Journal of School Psychology, 76, 124-139. •Milner, H. R., & Tenore, F. B. (2010). Classroom Management in Diverse Classrooms. Urban Education, 45(5), 560-603. •Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group*, T. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of internal medicine, 151(4), 264-269.