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Building Resilient Voices: A Conceptual Framework for Culturally Responsive SEL

Building Resilient Voices: A Conceptual Framework for Culturally Responsive SEL

Sheldon Lewis Eakins, David A. Adams, Josue B. Falaise
ISBN13: 9781799840930|ISBN10: 179984093X|EISBN13: 9781799840947
DOI: 10.4018/978-1-7998-4093-0.ch007
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MLA

Eakins, Sheldon Lewis, et al. "Building Resilient Voices: A Conceptual Framework for Culturally Responsive SEL." Challenges to Integrating Diversity, Equity, and Inclusion Programs in Organizations, edited by Aaron J. Griffen, IGI Global, 2021, pp. 95-110. https://doi.org/10.4018/978-1-7998-4093-0.ch007

APA

Eakins, S. L., Adams, D. A., & Falaise, J. B. (2021). Building Resilient Voices: A Conceptual Framework for Culturally Responsive SEL. In A. Griffen (Ed.), Challenges to Integrating Diversity, Equity, and Inclusion Programs in Organizations (pp. 95-110). IGI Global. https://doi.org/10.4018/978-1-7998-4093-0.ch007

Chicago

Eakins, Sheldon Lewis, David A. Adams, and Josue B. Falaise. "Building Resilient Voices: A Conceptual Framework for Culturally Responsive SEL." In Challenges to Integrating Diversity, Equity, and Inclusion Programs in Organizations, edited by Aaron J. Griffen, 95-110. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4093-0.ch007

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Abstract

This chapter discusses social-emotional learning (SEL) in urban schools and the impact of these interventions on student academic achievement, behavior, self-efficacy, and instances of stress and depression. Utilizing Critical Race Theory (CRT) and the White-Savior Industrial Complex, the authors provide a conceptual framework for developing a culturally responsive SEL program for urban youth. Because the teaching demographics in the United States consisting of over 80% white educators, the authors discuss the importance of implementing SEL practices that specifically address racism at the individual and institutional levels.

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