背景下的SEL:低收入城市学区的学校流动性和社会情感学习轨迹

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-08-17 DOI:10.1177/00131245221106735

Jessica E. Schnittka Hoskins, J. Schweig

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引用次数: 1

摘要

社会情感能力（SECs）在许多方面对儿童有益。然而，在低收入的城市学区，以学校为基础的社会情感学习（SEL）项目往往无效，这让人怀疑它们是否能充分满足学生的需求。本研究调查了在这些社区更常见的压力来源——学校流动性——是否以及如何影响生活在低收入城市地区的以非裔美国人为主的学生的SEL。使用一系列多层次增长模型，我们发现，学校流动性只有在某些情况下（平均而言）是有害的——例如，当学生搬到学校安全相对水平较差的学校时。这些发现表明，除了个人水平的能力外，SEL项目还应解决学校环境和安全问题。

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SEL in Context: School Mobility and Social-Emotional Learning Trajectories in a Low-Income, Urban School District

Social-emotional competencies (SECs) stand to benefit children in a myriad of ways. However, school-based social-emotional learning (SEL) programs are often ineffective in low-income, urban school districts, calling into question whether they adequately address student needs. The present study investigated whether and how one source of stress more common in these communities—school mobility—impacted SEL for predominantly African American students living in a low-income, urban district. Using a series of multi-level growth models, we found that school mobility was only detrimental (on average) under certain circumstances—for example, when students moved to schools with worse relative levels of school safety. These findings suggest that SEL programs should address school climate and safety in addition to individual-level competencies.

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.