16.056 - Examining the Role of Social and Emotional Learning in Young Children's Racial Development

Session Type: Symposium

Abstract

Young Black children, and boys in particular, are faced with many race-related challenges, including discrimination, yet are not given sufficient social-emotional support to deal with them. This set of papers suggests social challenges may lessen and be easier to face, if SEL directly addressed race in early education. Paper 1 examines this topic via preschool expulsion and teachers’ use of SEL supports. Paper 2 investigates teacher and parent beliefs about addressing race in preschool, and teacher relationships with Black children. Paper 3 considers a school for boys that highlights race and relations to social and identity development. Together these papers consider how the strengths of SEL research and instruction can be leveraged to directly address race in early childhood education.

Sub Unit

• SIG-Social and Emotional Learning

Chair

• Shannon Beth Wanless, University of Pittsburgh

Papers

• Preschool Expulsion Rates and Social-Emotional Learning Support Across Neighborhood Contexts - Kate M. Zinsser, University of Illinois at Chicago; Vinoadharen Nair Das, University of Illinois at Chicago; Courtney Anne Zulauf, University of Illinois at Chicago

• Teacher and Parent Beliefs About Addressing Race in Preschool - Jennifer Briggs, University of Pittsburgh; Shannon Beth Wanless, University of Pittsburgh

• Boarding School for Second-Grade Black Boys: A Case for Social-Emotional Growth and Identity Development - Joseph D. Nelson, Swarthmore College; Sangeeta Subedi, Swarthmore College

Discussant

• Stephanie Michelle Curenton, Boston University