Date of Award

Fall 2022

Degree Type

Open Access Master's Thesis

Degree Name

Education, MA


School of Educational Studies

Advisor/Supervisor/Committee Chair

Guan Saw

Dissertation or Thesis Committee Member

Frances Gipson

Terms of Use & License Information

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Rights Information

© 2022 Jeanny Marroquin


Belongingness, Diversity, Equity, Inclusion, K-12 education, SEL

Subject Categories

Education | Educational Sociology | Sociology


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.