Envisioning Justice-Oriented STEM Classrooms: Preservice Teachers’ SEL Beliefs, Identities, and Equity Connections

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 1
  In Roundtable Session: Justice by Design: Humanizing STEM Education Through Equity, Culture, and Teacher Development

Abstract

This study examined how preservice STEM teachers conceptualized social and emotional learning (SEL) within their developing professional identities and practices. Guided by transformative SEL (T-SEL), the study sought to: (a) investigate teachers’ emerging professional identities and roles, (b) explore their beliefs about the value of SEL for pedagogy, and (c) examine connections between SEL and equity. Qualitative coding of interviews revealed that participants positioned themselves as facilitators, supporters, and equity advocates who viewed SEL as integral to engagement, well-being, and critical thinking. Teachers expanded their understandings of professional roles, instructional practices, and broader commitments in ways aligned with T-SEL, emphasizing identity, agency, belonging, and collaboration as foundations of equity-focused education. Findings highlight implications for embedding T-SEL in STEM teacher preparation.

Authors

• Nelson Alejandro Ramos, California State University - Los Angeles

• Sabrina Morales, California State University - Los Angeles

• Sarah Manchanda, California State University - Los Angeles

• Aukeem A. Ballard, University of California - Berkeley