A Feminist Critical Heuristic for Education Policy Analysis: The "Absent Presence" of Gender in U.S. Social Emotional Learning Policy

• In Event: Interrogating Absence and Belonging in Educational Spaces: Intersectionality as a Research Tool and Practice

Abstract

Social emotional learning (SEL) aims to promote student well-being, including healthy
relationships that are free from harm like gender-based-violence (GBV). We investigated U.S.
SEL policy through the lens of GBV, and how policy in the New York State (NYS) context
operates to actualize or constrain SEL aims. To do so, we developed and applied a novel feminist
critical policy analysis (FCPA) heuristic. Key findings revealed that the NYS policy neglected to
address GBV experienced by adolescent girls, and the overall absent presence of gender within
the policy underscores concern for implementable SEL best practices. We conclude with
implications for research, policy, and practice.

Authors

• Melinda Lemke, University at Buffalo - SUNY
  Presenting Author

• Kate Rogers, University at Buffalo - SUNY
  Presenting Author