The Role of Race in Social and Emotional Learning (SEL) Training for Preservice School Social Workers and Teachers

Autor/inn/en	Humphries, Marisha L.; McKay-Jackson, Cassandra
Titel	The Role of Race in Social and Emotional Learning (SEL) Training for Preservice School Social Workers and Teachers
Quelle	In: Children & Schools, 44 (2022) 1, S.7-16 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdab031
Schlagwörter	Racial Differences; Preservice Teachers; Social Emotional Learning; Social Development; Emotional Development; School Social Workers; Professional Education; Racial Bias; Internship Programs; Racial Identification + Suchen Sie Ihr Suchwort? Rassenunterschied; Soziale Entwicklung; Gefühlsbildung; Social work in school; Schulsozialarbeiter; Berufsausbildung; Racial discrimination; Rassismus; Berufspraktische Ausbildung
Abstract	Race is often ignored as a core component of social and emotional competency (SEC) and social and emotional learning (SEL). This study explored preservice school social worker and elementary teacher interns' participation in a collaborative, multidisciplinary SEL training curriculum that integrates race. Nine preservice trainees (majority White women) participated in the collaborative training. Qualitative methodology was utilized to examine and access the training. Content analysis revealed three themes from a study of the interns' participation in the training: function of color blindness, "I haven't noticed," and silencing of emotions. While interns acknowledged the importance of race, they were unclear on how students' racial identities were a key component of students' SEC. They also struggled to find ways to incorporate race in their implementation of SEL. Findings are discussed regarding the role of race and preservice training in SEL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01