Unveiling potential: Culturally responsive teaching practices to catalyze social-emotional success in black youth

Abstract

This study investigated the role of culturally responsive teaching practices in promoting social-emotional outcomes in Black youth. Recognizing the importance of centering equity and justice in social-emotional learning (SEL), this study explored the associations between developmental relationships, culturally responsive teaching practices and social-emotional outcomes (stress management, resilience, and purpose). Additionally, the study examined age and experiences of discrimination as potential moderators of these associations. Developmental relationships were a robust predictor of social-emotional outcomes for Black youth, and equitable practices were also positively related to multiple outcomes. Findings around critical race and inclusive teaching practices were more nuanced, as was the finding that age and discrimination moderated some, but not all, main effects. Results underscore the need for continued theory and empirical work that considers the lived experiences of youth as a means for targeted efforts to promote the social-emotional development of Black youth.