{"title":"将批判性种族理论应用于学校的社会和情感学习项目","authors":"Matthew K. Attaya , Lacey J. Hilliard","doi":"10.1016/j.sel.2023.100005","DOIUrl":null,"url":null,"abstract":"<div><p>Social and emotional learning (SEL) initiatives are designed to foster social competencies and have been associated with a myriad of positive student outcomes. However, SEL programs are not always beneficial for all students. There may be unintended consequences in <em>what</em> students are learning and <em>how</em> these skills are being reinforced. In this paper, we argue that when SEL programming is implemented in a color-evasive and value-neutral way, it can exacerbate racial inequities and lead to harmful practices within schools, particularly for Black, Indigenous, and other students of color. We examine how an integration of critical race theory and SEL may, instead, contribute to all students’ positive development and discuss the ways in which this programming may drive systemic change within school communities.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Applying critical race theory to social and emotional learning programs in schools\",\"authors\":\"Matthew K. Attaya , Lacey J. Hilliard\",\"doi\":\"10.1016/j.sel.2023.100005\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Social and emotional learning (SEL) initiatives are designed to foster social competencies and have been associated with a myriad of positive student outcomes. However, SEL programs are not always beneficial for all students. There may be unintended consequences in <em>what</em> students are learning and <em>how</em> these skills are being reinforced. In this paper, we argue that when SEL programming is implemented in a color-evasive and value-neutral way, it can exacerbate racial inequities and lead to harmful practices within schools, particularly for Black, Indigenous, and other students of color. We examine how an integration of critical race theory and SEL may, instead, contribute to all students’ positive development and discuss the ways in which this programming may drive systemic change within school communities.</p></div>\",\"PeriodicalId\":101165,\"journal\":{\"name\":\"Social and Emotional Learning: Research, Practice, and Policy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Social and Emotional Learning: Research, Practice, and Policy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2773233923000050\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social and Emotional Learning: Research, Practice, and Policy","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2773233923000050","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Applying critical race theory to social and emotional learning programs in schools
Social and emotional learning (SEL) initiatives are designed to foster social competencies and have been associated with a myriad of positive student outcomes. However, SEL programs are not always beneficial for all students. There may be unintended consequences in what students are learning and how these skills are being reinforced. In this paper, we argue that when SEL programming is implemented in a color-evasive and value-neutral way, it can exacerbate racial inequities and lead to harmful practices within schools, particularly for Black, Indigenous, and other students of color. We examine how an integration of critical race theory and SEL may, instead, contribute to all students’ positive development and discuss the ways in which this programming may drive systemic change within school communities.