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Race-Conscious Practice and Representation in Contemporary Social and Emotional Learning
Mon, April 12, 9:30 to 11:00am EDT (9:30 to 11:00am EDT), SIG Sessions, SIG-Social and Emotional Learning Paper and Symposium SessionsSession Type: Symposium
Abstract
Dismantling of deep-rooted structural inequities requires the field of SEL to interrogate and evolve our work through intentional, race-conscious practices, and fully inclusive representation. The objective of this session is to share four pathways to equitable SEL by centering research on race and representation. Papers include a discussion of measurement equivalence in emotion perception across racial groups, the impact of racial congruence on educator well-being, exploring the impact of teacher diversity on school readiness, and intersectional student identity representation in universal school-based SEL interventions. The session will conclude with a panel discussion of the critical implications of findings¬ towards the promotion of race-conscious practice and representation in SEL
Sub Unit
Chair
Papers
Measurement Equivalence in Emotion Perception Across Racial Groups - Matthew LaPalme, Yale University; James Floman, Yale University; Sigal Barsade, Wharton School of Business; Marc A. Brackett, Yale University
Examining the Impact of Racial Congruence on Educator Well-Being - Annette Ponnock; James Floman, Yale University
Racial Mismatch: Exploring the Impact of Teacher Diversity on School Readiness - Terrance Lane, Florida International University; Craig Steven Bailey, Yale School of Medicine; Annette Ponnock
A Systematic Review of Intersectional Identity Representation in Universal Elementary School-Based Social and Emotional Learning Interventions - Christina Cipriano, Yale School of Medicine; Lauren Hunter Naples, Yale University; Melissa Funaro, Yale University School of Medicine; Abigail Eveleigh, Yale University; Michael McCarthy, University of Rochester; Gabrielle Rappolt-Schlichtmann, EdTogether, Inc.