Applying critical race theory to social and emotional learning programs in schools

Attaya, Matthew K.; Hilliard, Lacey J.

doi:10.1016/j.sel.2023.100005

Cited by 1 publication

(1 citation statement)

References 38 publications

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“…As a form of racism, color-evasion involves evading conversations about race and/or deliberately avoiding the significance of race and ignoring the history of racism and other forms of discrimination (Annamma et al, 2017;Hagan et al, 2023). Interventions that are implemented in a color-evasive and value-neutral way may also intensify racial and cultural inequities and be associated with harmful school practices, particularly for minoritized students (Attaya & Hilliard, 2023). Although some teachers report an appreciation for racial and ethnic diversity in schools and classrooms, many also simultaneously endorse a color evasive ideology, discussing race primarily in relation to holidays and student-initiated questions.…”

Section: Cultural Program Components Unique To Parentsmentioning

confidence: 99%

A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions

Garner,

Legette,

Shadur

2024

Psychology in the Schools

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We employed a mixed‐methods design to identify intervention elements that may improve relational inclusion in classrooms through equity‐framed and culturally‐attuned teacher−student relationship interventions. Quantitative and qualitative data were collected from 29 (26 female) school mental health professionals and 19 parents (mostly mothers) of racially, ethnically, and culturally diverse students. Using a convergent mixed‐methods design, we first analyzed the individual data points and then integrated the quantitative and qualitative data in the interpretation and discussion of the results. Our findings showed that, for school mental health professionals, the quantitative data largely complemented the qualitative results, which represented four themes: School−family partnerships, critical consciousness, educator preparation, and transformational social‐emotional learning. Parents of minoritized students identified unique elements, including microaggressions, color evasion, recognition of bias, storytelling, and systemic change as important for the development of culturally‐attuned interventions. The two groups had parallel and contrasting recommendations about elements that may contribute to improved classroom relational inclusion for minoritized students. Results illustrate how merging professional and parent perspectives could contribute to the development of teacher−student relationship interventions that appropriately address issues of equity and culture in ways that are meaningful to end users and other stakeholders.

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Section: Cultural Program Components Unique To Parentsmentioning

confidence: 99%