Concrete Roses: Cultivating Culturally Affirming Tools for Black Males' Social Emotional Learning

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: A Seat at the Table: An Examination of the Perspectives of BIPOC Students in K–12 Settings (Table 2)

Abstract

Systemic inequity is a reality of Black people in America; systems of inequity exist in the education system. Across the United States, African American male students are more likely to experience heightened disciplinary action and negative academic outcomes in the K-12 education system. The purpose of this study serves to identify the needs of African-American male students to provide strategies that impact their Social Emotional Learning (SEL). A review of review of literature was used to aid in the determination of what educator support Black male high school students need to aid their development and positively impact their academic outcomes.
Keywords: African-American male, Black male students, critical race theory (CRT), social emotional learning (SEL), equity theory, culture, race, bias, trauma

Author

• Daveon Swan, University of New England