Promoting Transformative Social Emotional Learning Through Intergroup Dialogue: A Mixed-Methods Investigation of Outcomes

• In Event: Supporting Teacher Development for Social and Emotional Learning Implementation

Abstract

This study used mixed methods to examine a school-based transformative social emotional learning (TSEL) program using peer-focused intergroup dialogue (IDG) as a modality. High school youths participated in structured dialogue with a diverse group of peers. Quantitative and qualitative data showed that youths’ social identity awareness, openness to multiple perspectives, intergroup empathy, and interest in building bridges across difference increased after the program. Additionally, youths expressed an increased sense of belonging and connectedness, which was particularly salient for racialized youths. These results indicate the potential utility of IGD to promote TSEL outcomes among youths and contribute to the small, but growing, literature on effective TSEL programs and practices.

Authors

• Annahita Ball, University at Buffalo - SUNY
  Non-Presenting Author

• Candra Skrzypek, University at Buffalo - SUNY
  Presenting Author