Teachers of Color & Self-Efficacy in Social and Emotional Learning (SEL): Strengthening Equity-Based Approaches to SEL

Abstract

This article examines teacher self-efficacy in social and emotional learning (SEL), particularly by teachers of color, and the conditions that shaped their efficacy beliefs. Data are drawn from surveys with two teacher groups, one comprised of teachers of color and a comparative group that was predominantly white. Surveys were followed by interviews and observations with teachers in each group. Findings showed that teachers of color reported stronger efficacy beliefs in SEL and described practices that centered racial justice. Differences in efficacy are attributed to a social justice learning community that provided efficacy-forming experiences for teachers of color to enact equity-based SEL practices.

Community college mathematics instructors of color on the pursuit of supporting developmental students’ self-efficacy

“…Yet, does the vicarious experience mean as much without the aforementioned social and emotional pieces? These instructors of color demonstrated SEL, as mentioned in the literature review (White et al, 2022), to further influence students' self-efficacy.…”

“…Dani mentioned the power dynamics he is cognizant of and the math anxiety his students face; as a result, he is careful to create a safe space. Often, teachers of color will create environments that attend to students' Social-Emotional Learning (SEL) needs (White et al, 2022). Dani may find this to be part of his core teaching components based on his educational journey as a queer individual in a very conservative area he once hated.…”

“…Corrina also tried to be a mentor in a way to her students, so they can see someone like them in the STEMs. Black educators can often help shape positive black racial identities in students (White et al, 2022), which is even more prevalent in the field of mathematics (Battey & Franke, 2013). In many ways, these oppressive structures discussed by the instructors influence them in shaping their identity as an educator, therefore, shaping their practices and interactions with their students.…”

“…Further, Daniel would attempt to connect math to students' lives. Empowering students to see math through their everyday lives is an aspect of Culturally Relevant Pedagogy (CRP) (Magee, 2022), which teachers of color are more likely to use (White et al, 2022) and have an enormous impact in the development of their students' self-efficacy (Ayllón et al 2019).…”

“…Undoubtedly, these instructors' experiences through life have shaped them as an educator. However, the teaching industry consists of a predominantly white workforce (Gutiérrez, 2002), and it would be advisable for white educators to incorporate CRP (Magee, 2022), SEL (White et al, 2022), vulnerability, and relatedness in their classroom to best support these populations of students and attempt to provide equity to an already inequitable situation.…”