Authentic Cariño with Latinx PreK-12 Learners: An Approach to Transformative Social and Emotional Learning

• In Event: Moving From Trendy to Transformative Social and Emotional Learning: A Conversation With Practitioners and Scholars

Abstract

Objectives or Purposes
Social and emotional learning (SEL) is a crucial part of education for youth. However, mainstream SEL practices tend to rely on color-evasive and colorblind methods, which ignore language, technological, racial, and trauma-based barriers of many minority students. This paper presents information on transformative SEL, particularly focusing on SEL with Latinx students.

Perspective(s) or Theoretical Framework
The authentic cariño framework is defined/discussed, to assist educators in improving their understanding of and relationships with Latinx students. Classroom scenarios are also provided with reflection questions to provide a more hands-on approach to understanding transformative SEL and the authentic cariño framework.

Methods, Techniques, or Modes of Inquiry
The modes of inquiry included one-on-one interviews with 8 Utah high school students. Through her review of the literature, Author 1 was able to identify key questions that guided her interviews to garner the results. Field notes were also used to provide added depth/reflection in her review of the qualitative data collected.

Data Sources, Evidence, Objects, or Materials
The qualitative data collected were part of Author 1’s (2021) dissertation, which examined how Latinx high school students in Utah understood, defined, and experienced everyday caring relationships with educators, their perceptions of what caring relationships are, and how they experience those caring relationships at their school.

Results and/or Substantiated Conclusions
The findings from the study suggest that Latinx students do not feel connected to their educational experiences (Vega et al., 2015), which can lead to attendance and discipline issues, which are precursors to the school-to-prison pipeline and a contributing factor to being pushed out of high school (Albers et al., 2014; Walsh & Nehring, 2017). Four significant findings were identified through this study that are believed to be helpful in creating transformative SEL practices for PreK-12 learners: (1) Latinx students’ familia primero and racial and ethnic identities guide authentic cariño, (2) Latinx students’ definition of care is based on educators’ overall understanding and encouragement, (3) Latinx students identify their “go-to” educators based on previous interactions with educators demonstrating care and the type of help needed, and (4) educators and students building and reciprocating caring relationships lead to lasting impact and connections (Author 1, 2021).

Scientific or Scholarly Significance of the Study or Work
This work contributes to the field of education and teacher preparation by providing a transformative approach to SEL that will better contribute to educational equity. The authentic cariño framework provides a comprehensive modality in training educators to gain a cultural competency in/out of the classroom. It draws on the complexities surrounding Latinx students (and other students of color) and provides a color-conscious wraparound approach to create a sense of belonging (i.e., feeling welcomed, safe, respected, and valued). Educators stand to gain a greater understanding of how to create and provide a sense of belonging to minority students, who are often neglected through mainstream practices.

Authors

• Lizbeth Velazquez, Weber State University

• Andrea G. Martinez, Weber State University

• Corina D. Segovia-Tadehara, Weber State University