Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence

Jagers, Robert J.; Rivas‐Drake, Deborah; Williams, Brittney V.

doi:10.1080/00461520.2019.1623032

Cited by 364 publications

(398 citation statements)

References 125 publications

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“…This perspective led our study group to ask how our model incorporates society-context-level variables and outcomes, such as equity, diversity, and social justice? This is not to propose that the only (or ideal) ERI is an activist; however, it does suggest that our benchmark of productive ERI ought to go beyond individual wellbeing and success and include considerations of equity and justice more broadly (e.g., Jagers et al, 2019). Practically, this means that the individual is no longer the sole unit of analysis, which makes space for alternate structures and analyses.…”

Section: How Do We Understand the Role Of Eri In Pursuit Of Equity Dmentioning

confidence: 99%

“…Too much attention on links between ERI and conventional adjustment factors can limit our view of healthy human development. We can, for example, consider a more holistic view, including outcomes such as empathy toward others, self-compassion, curiosity and openness, authentic relationships with the self and others, interdependence and care and responsibility for others, sense of purpose, and environmental and ecological justice (Jagers et al, 2019;Philip et al, 2018). A narrow set of valued outcomes risks defining ERI in terms of its capacity to perform within constraints of a racial hierarchy and inequality.…”

Section: Should There Be a Reference Point For Healthy Eri And If Somentioning

confidence: 99%

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Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

Rogers¹,

Kiang

White

et al. 2020

Research in Human Development

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When does ERI development begin and end? 2. How do we account for age-dependent and contextually-initiated factors in ERI? 3. Should there be a reference point for healthy ERI, and if so, what is it? 4. How do the multiplicities of identity (intersectionality, multiracialism, whiteness) figure into our conceptualization of ERI? 5. How do we understand the role of ERI in pursuit of equity, diversity, and social justice? 2 ROGERS ET AL.

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Section: How Do We Understand the Role Of Eri In Pursuit Of Equity Dmentioning

confidence: 99%

Section: Should There Be a Reference Point For Healthy Eri And If Somentioning

confidence: 99%

Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

Rogers¹,

Kiang

White

et al. 2020

Research in Human Development

View full text Add to dashboard Cite

show abstract

“…This work is important for teachers because a growing body of evidence reveals that cultural identity plays a critically important role in the social and emotional well-being of students, especially marginalized and historically underserved students (e.g. Alim & Paris, 2017;Brittian Loyd & Williams, 2017;Gee et al, 2019;Jagers et al, 2019). The development and expression of social-emotional skills (for both teachers and students) are affected by factors such as social-historic context, including epistemic beliefs (i.e., about the nature of knowledge) and power dynamics (Medin & Bang, 2013).…”

Section: Foundational Knowledgementioning

confidence: 99%

Creating a Foundation of Well-being for Teachers and Students Starts with SEL Curriculum in Teacher Education Programs

Katz¹,

Mahfouz²,

Romas³

2020

NWJTE

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During the COVID-19 crisis, it has become clear how unprepared our educational systems are to provide social and emotional support through distance learning. Despite the demands for teachers to support the social and emotional development of their students, our universities are behind the curve in providing coursework to develop their knowledge and skills in these areas. This paper calls us to imagine teacher education with Social and Emotional Learning (SEL) as a cornerstone in teacher preparation programs. We outline the importance of SEL curriculum in preservice education and suggest a multifaceted approach to teacher preparation. ________________________________________________________________ In late March 2020, the Yale Center for Emotional Intelligence and the Collaborative for Academic, Social, and Emotional Learning (CASEL) collected survey responses from over 5,000 teachers across the U.S. These two research groups found that teachers described their current feelings as anxious, fearful, worried, overwhelmed, and sad (Cipriano & Brackett, 2020 April 7). Compounding the uncertainty during the COVID-19 crisis, teachers are navigating working from home during school closures, learning new systems for online learning, supporting struggling students and families, taking care of their own children, and protecting their health. Facing pressure from their districts, states, and the families of their students, teachers have adapted quickly to be resilient, flexible, and ready to make positive decisions despite these conditions. However, many teachers are unprepared for this relentless and compounding personal and professional stress. Prior to the pandemic, teachers reported some of

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“…While I discuss issues of equity throughout the article, educational equity is critical and a discussion on the implications of the lack of conceptual clarity on educational equity merits a separate discussion (Education First, 2017;Jagers, Rivas-Drake & Williams, 2019). Students in the program were predominantly low-income, first generation students.…”

Section: Educational Equitymentioning

confidence: 99%

“…Students in the program were predominantly low-income, first generation students. The literature has documented the challenges that students from low-income communities experience in developing their SEL skills (Jagers et al, 2019). For example, students living in low-income communities are more likely to experience adverse traumatic experiences and lack systemic support to develop their SEL skills, such that their SEL skills may be underdeveloped.…”

Section: Educational Equitymentioning

confidence: 99%

Muddy sensemaking: Making sense of socio-emotional skills amidst a vague policy context

Muñiz

2020

EPAA

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Education laws and policies have moved toward promoting socio-emotional (SEL) skills, adopting numerous terminologies in their standards. However, the incremental change has left compensatory education practitioners who are committed to promoting SEL opportunities with little guidance when the programs’ governing policies do not include language acknowledging the importance of SEL to student success. Additionally, the ongoing debate in the SEL field about which taxonomies might best capture the skills and the lack of conceptual clarity offers these practitioners little additional guidance. Drawing on sensemaking theory, this case study examined how practitioners in a compensatory education program made sense of SEL skills through their practice. The study used a case-based design with multiple methods, namely, document review, observations, and pre- and post-program semi-structured interviews. The study employed sensemaking theory and CASEL’s SEL framework in the thematic analysis of the documents, observations, and interviews to understand how practitioners made sense of the concept of SEL. The findings indicate three key aspects important in the practitioners’ sensemaking process: the local environment established by the federal policy and the leaders’ policy interpretation, which emphasized the importance of SEL skills; their articulation of their conceptualization of SEL skills at the beginning of the program; and the usefulness of an SEL skills conceptual framework. I discuss the policy and equity implications at the federal and local level.

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Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence

Cited by 364 publications

References 125 publications

Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

Creating a Foundation of Well-being for Teachers and Students Starts with SEL Curriculum in Teacher Education Programs

Muddy sensemaking: Making sense of socio-emotional skills amidst a vague policy context

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