Social-Emotional Learning Policy and STEM Education: Examining Equity and Investigating Implementation

• In Event: Talent Development of Students Placed at Risk SIG Paper Session

Abstract

Policy plays an essential role in enabling conditions for communities to implement science, technology, engineering, and mathematics (STEM) education that drives equitable outcomes and supports every students’ social-emotional and academic development. However, all too often, the policies created to ameliorate inequitable learning conditions perpetuate prejudiced perceptions and discourse while negatively shaping the experiences of Black children. Recognizing this divergence as both a problem and opportunity, the present investigation will examine state social-emotional learning (SEL) P-12 education policy, how it fosters or stifles notions of equity, and the coupling of equity-based SEL into STEM curriculum to shape Black student STEM experiences.

Authors

• Ashley Griffin Gilchrist, Bowie State University

• E. Anthony Muhammad, Georgia Southern University

• Sheena N. Odom, Muscogee County School District