Building Resilient Voices: A Conceptual Framework for Culturally Responsive SEL

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Author(s): Sheldon Lewis Eakins (Shoshone-Bannock School District, USA), David A. Adams (Urban Assembly, USA)and Josue B. Falaise (GOMO Educational Services, USA)
Copyright: 2022
Pages: 16
Source title: Research Anthology on Racial Equity, Identity, and Privilege
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-4507-5.ch013

Keywords: Gender and Diversity / Information Science Reference / Political Science / Social Sciences & Humanities

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Abstract

This chapter discusses social-emotional learning (SEL) in urban schools and the impact of these interventions on student academic achievement, behavior, self-efficacy, and instances of stress and depression. Utilizing Critical Race Theory (CRT) and the White-Savior Industrial Complex, the authors provide a conceptual framework for developing a culturally responsive SEL program for urban youth. Because the teaching demographics in the United States consisting of over 80% white educators, the authors discuss the importance of implementing SEL practices that specifically address racism at the individual and institutional levels.

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Building Resilient Voices: A Conceptual Framework for Culturally Responsive SEL

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