Date of Award
Fall 2022
Degree Type
Open Access Master's Thesis
Degree Name
Education, MA
Program
School of Educational Studies
Advisor/Supervisor/Committee Chair
Guan Saw
Dissertation or Thesis Committee Member
Frances Gipson
Terms of Use & License Information
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Rights Information
© 2022 Jeanny Marroquin
Keywords
Belongingness, Diversity, Equity, Inclusion, K-12 education, SEL
Subject Categories
Education | Educational Sociology | Sociology
Abstract
The social and civil unrest across the United States has ignited a call for more school-based social and emotional learning (SEL) frameworks and practices that are social justice-oriented. The Collaborative for Academic and Social Emotional Learning (CASEL) is one of the organizations that chose to revisit their existing SEL framework and introduced transformative SEL as an attempt to take steps toward creating a more social justice-oriented approach. This critique will review the SEL landscape of some pre-K-12 SEL programs and their methods to highlight gaps and limitations in the fields for future research considerations. Then, a new social and emotional learning approach will be introduced, which expands on transformative SEL to create a critical- diversity, equity, inclusion, and belongingness SEL (C-DBIE SEL) conceptual framework. C-DBIE SEL addresses the opportunity to learn SEL for Black, Latinx, and Indigenous students by integrating critical race theory, Indigenous epistemology and pedagogy, and the concept of DBIE. Yet, it is a framework that can continue to expand and include different intersectional identities.
ISBN
9798380091411
Recommended Citation
Marroquin, Jeanny Eliana. (2022). Critical- Diversity, Belongingness, Inclusion, and Equity SEL. CGU Theses & Dissertations, 549. https://scholarship.claremont.edu/cgu_etd/549.
