Transformative-SEL: Examining the Relationship Between Adolescent Black Males' Race, Afro-Centric Values, and School-Based Prosocial Behaviors

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Critical Issues in Social Studies Research

Abstract

Social Emotional Learning (SEL) has become a central part of PK-12 education within the U.S. context (CASEL, 2020). Transformative-SEL is an equity-oriented approach to SEL that considers the socio-cultural and historical processes that encapsulate students’ experiences. Using this framework, this study examined the relationship between racial-ethnic identity, afro-centric values and pro-social behaviors among young Black males in an urban high school. 131 9th and 10th grade Black males participated in the study. Using regression analysis, participants’ racial public regard and afro-centric values were found to positively predict pro-social behaviors in the school context. Findings demonstrate the need for SEL programming that explicitly emphasizes students’ racial and cultural backgrounds identity and provides students with tools to redress macro-level issues (e.g. racism).

Authors

• Johari Harris, University of Virginia

• Ann C. Kruger, Georgia State University