Identifying and Fostering the Strengths of Structurally Marginalized Students in Culturally Sensitive Ways

• In Event: Considering Parents' and Caregivers' Perceptions in Social and Emotional Learning

Abstract

The objective of this community-based participatory research project was to explore how to define and foster the successes and strengths of structurally marginalized students in culturally sensitive ways, focusing on social-emotional strengths. Researchers from a Canadian university partnered with staff from an alternative high school. We conducted interviews with 14 school staff and focus groups with 14 students with lived experiences of structural marginalization. Our findings highlight that experiences of trauma and marginalization bind students together in unique ways and, out of coping, survival mechanisms, and/or necessity, may result in emphasis on the development of certain skills. We will share a tool developed to prompt school staff reflection on the ways that structurally marginalized students are engaged and supported.

Authors

• Melissa Tremblay, University of Alberta
  Presenting Author

• Alaina Thursby, Boyle Street Education Centre
  Non-Presenting Author

• Benjamin Rollans, University of Alberta
  Non-Presenting Author

• Emily Pynoo, University of Alberta
  Non-Presenting Author

• Michael Moore, Boyle Street Education Centre
  Presenting Author

• Amber Gear, Boyle Street Education Centre
  Non-Presenting Author

• Ken Smale, Boyle Street Education Centre
  Non-Presenting Author