It's Time to Listen: Exploring Historically Marginalized Caregivers' Perception of Social-Emotional Learning

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 3
  In Roundtable Session: Examining Social Emotional Development in Early Childhood and through Parenting

Abstract

It is important to center caregiver voices, as they play a key role in their children’s social-emotional development. Utilizing a qualitative design grounded in the phenomenological approach, this study explored historically marginalized caregivers’ perceptions of Social-Emotional Learning (SEL) as the first step in culturally adapting existing SEL programs. Participants included 52 caregivers (21 Black, 19 Asian, and 12 Latine) who participated in a virtual individual interview. Overall, participants’ perceptions of SEL align with CASEL's emphasis on emotion regulation, social connection, and thoughtful choice. However, caregivers often placed extra emphasis on self-care and a community-oriented outlook, while giving less attention to abiding by social norms. The findings highlight the cultural priorities that educators should consider when discussing SEL with families.

Authors

• Kai Zhuang Shum, University of Tennessee

• Courteney Johnson, Fordham University

• Danbi Choe, Louisiana State University

• Sara Castro-Olivo, Texas A&M University