Toward Equity-Oriented Assessment of Social and Emotional Learning: Examining Equivalence of Concepts and Measures

Mallah, Shereen El

doi:10.1177/0042085920933335

Cited by 10 publications

(3 citation statements)

References 83 publications

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“…Importantly, the use of macro indicators are distal to the real-time learning and interactions in classrooms that may statistically discern the impacts of an SEL intervention more robustly. Once more, it is likely that discrete measures of specific SEL competencies (emotion regulation perspective taking) would be stronger estimates that illuminate potentially important individual differences at the axes of individual identities, communities, and cultures (Lovelace et al, this volume;El Mallah, 2022).…”

Section: Sel Outcomesmentioning

confidence: 99%

On SEL and Equity

Cipriano,

Strambler

2024

Preprint

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At the time we prepared this chapter, the field of social and emotional learning (SEL) was at an inflection point. The mounting meta-analytic evidence for SEL was concurrent with increasing attention to SEL’s role in promoting equity. However, despite the presumed promise of SEL for all students, there remain significant questions as to what constitutes effectiveness in the context of educational equity. Scholars are increasingly questioning whether SEL is inclusive of racially-, ethnically-, linguistically-, gender-, sexually, or ability-diverse student populations and there is increasingly greater disagreement as to what SEL’s role should be in advancing equity.In this chapter, we attend to these tensions explicitly. We begin by organizing the approaches to equity in SEL through the introduction of a framework on SEL and equity. We then discuss the importance of learner variability for understanding student experiences with SEL and ultimately improving the effectiveness of SEL programming. Lastly, we detail SEL competencies, teaching practices, implementation methods, and outcomes, respectively, to identify unique challenges to, and opportunities for, advancing equity with, through, and in SEL.

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Section: Sel Outcomesmentioning

confidence: 99%

On SEL and Equity

Cipriano,

Strambler

2024

Preprint

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“…Recent scholarship notes the race-neutral lens in which SEL programs are often situated. A colorblind approach generalizes SEL across contexts without accounting for systemic factors that shape students' ability to take on personal and social responsibility (El Mallah, 2020). Schools in urban environments are characterized by diverse populations that are more likely to be disadvantaged by economic and structural issues (Milner, 2012).…”

Section: Transformative Social and Emotional Learningmentioning

confidence: 99%

Developing a Pedagogy of Restorative Physical Education

Hemphill

Lee

Ragab

et al. 2022

Journal of Teaching in Physical Education

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Purpose: The purpose of this study was to examine the process of developing an alternative physical education program using restorative justice practices as a transformative approach to social–emotional learning. Method: This study utilizes qualitative case study methods to examine the implementation process and short-term outcomes. Data sources include focus group interviews, student journals, observations, and reflective field notes. Trustworthiness of the findings are supported by triangulation, peer debriefings, prolonged engagement, and external program reviews. Results: The implementation of social and emotional learning was substantiated by student engagement with four class goals in which they aimed to participate in physical education as “champions,” “heroes,” “achievers,” and “peacemakers.” Restorative pedagogy included restorative chats, listening circles, community circles, and healing circles. Conclusion: This study suggests that transformative curriculum, such as restorative justice, offers a transformative approach to social and emotional learning that is applicable to physical education.

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“…Dissatisfied with the color evasive (Annamma et al, 2017;Bonilla-Silva, 2006) and deficit-based (Gorski, 2016;Ladson-Billings, 2006;Valencia, 2010) nature of traditional SEL, some scholars depart from these origins and seek to incorporate equity-based or culturally responsive pedagogies (Gay, 2010) within SEL (Barnes, 2019;El Mallah, 2020;Higheagle Strong & McMain, 2020;Jagers et al, 2019;Mahfouz & Anthony-Stevens, 2020;Slaten et al, 2015). To be clear, scholars use terms such as culturally relevant, culturally responsive, equity-oriented, and critically conscious interchangeably, yet they all point to the inclusion of students' lived experiences, often with attention to oppression, through the instruction of SEL.…”

Section: Culturally Responsive Selmentioning

confidence: 99%

The purpose is process: Exploring humanizing social emotional praxes in elementary education

Drake

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v CHAPTER 1. INTRODUCTIONSocial emotional learning (SEL) is defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL), the flagship organization for SEL in the U.S., as: the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish, and maintain supportive relationships, and make responsible and caring decisions. (2020a, para. 1) By learning about various abilities (i.e., self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) and related skills intended to facilitate students' social relationships and manage their emotions, SEL purportedly guides students to develop the social emotional competence to be successful in school, future careers, and life.Despite its popularity in PK-12 U.S. public schools, however, SEL frequently runs the risk of becoming "white supremacy with a hug" (Simmons, 2021). Students from marginalized backgrounds-students of color, gender-nonconforming youth, and/or youth whose families are forced to survive economic instability or poverty in under-resourced communities, among other students with identities that are subjugated-are often subjected to SEL as white supremacy, an enactment devoid of a sociopolitical analysis that legitimizes and honors their emotions and relationships. Schools and teachers often implement SEL to control students, particularly students of color (Kaler-Jones, 2020), creating "spaces that are safe from righteous rage, or worse, plans to weed out children who display it" (Duncan-Andrade, 2009, p. 9). This qualitative dissertation therefore explores how educators may approach and implement social emotional praxis that is both humanizing and healing for students most neglected and harmed in and by schools.

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Toward Equity-Oriented Assessment of Social and Emotional Learning: Examining Equivalence of Concepts and Measures

Cited by 10 publications

References 83 publications

On SEL and Equity

On SEL and Equity

Developing a Pedagogy of Restorative Physical Education

The purpose is process: Exploring humanizing social emotional praxes in elementary education

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