This grant will supplement an existing reducing inequality major research grant. That study examines the potential of social-emotional learning instruction to leverage youths’ emerging understanding of community issues and social injustices in order to promote a range of youth competencies including healthy personal and social identities, a sense of collective agency, and skills for analyzing social issues. In that study, teachers used an instructional approach that explicitly integrated equity and social justice with social-emotional learning. Rivas-Drake posits that researchers, evaluators, program developers, and school leaders would benefit from a measure to assess teachers’ practices around racial equity-oriented social-emotional learning practices. With this award, the team will examine the reliability of a quantitative measure of racial equity-based social-emotional learning practices with teachers in three large school districts that serve significant populations of racially marginalized youth. Ultimately, this work will yield a validated, field-tested measure that can be administered in large urban school districts that serve racially marginalized students.
How can we measure the extent to which teachers advance racial equity through their instruction on social-emotional learning?