Preservice School Professionals and Social and Emotional Learning: Associations With Race, Shaping Future Implementation

• In Event: Sheraton Roundtable Session 31
  In Roundtable Session: Cultural Responsive Schooling Across Cultural and Teacher-Prep Contexts

Abstract

Racial-ethnic identity development is associated with positive affective outcomes for youth, and yet, there is much to be understood about how race and ethnicity impact social and emotional learning (SEL) in practice. Participants were pre-service teachers (n=5) and pre-service school social workers (n=4) engaged in a multidisciplinary training on supporting students’ social and emotional competencies while attending to issues of race and professional collaboration. Using a grounded theory approach with a Critical Race Psychology lens to frame transcription analysis, this study examines how pre-service school professionals address race in the context of SEL, and discuss shaping SEL opportunities in their future work settings.

Authors

• Katlin Brown, University of Illinois at Chicago

• Marisha Humphries, University of Illinois at Chicago

• Cassandra McKay, University of Illinois at Chicago