Rethinking Equity in Early Childhood Social-Emotional Learning: The Implications of Intersectionality

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 2
  In Roundtable Session: Equity, Inclusion and Intersectionality

Abstract

This study explores how the intersectionality of children’s race/ethnicity, language skills, and socioeconomic status (SES) relates to early social-emotional learning (SEL). Drawing on the nationally representative ECLS-K: 2011 dataset (n = 13,086), a generalized linear model is applied to examine both main effects and two-way interaction effects. Results show that language skills strongly predicted SEL, but effect levels varied by race and SES. Interaction effects indicate that the positive association between SES and SEL was reversed for Hispanic and Asian children, and language skills were less predictive of SEL outcomes for Black or African American children. The findings contribute to educational equity by uncovering hidden developmental disparities across different intersecting social identities and informing inclusive practices in early childhood education.

Authors

• Dandan Liang, University of Houston

• Xin Li, University of Houston

• Tonghui Xu, University of Houston

• Jie Zhang, University of Houston