Date of Conferral

2023

Degree

Doctor of Psychology (Psy.D.)

School

Education

Advisor

Patricia Loun

Abstract

Meeting the social-emotional needs of a diverse student body has proven challenging for US school district leaders, leading to considerable research on culturally relevant pedagogy (CRP). Teachers and administrators have noted challenges in implementing CRP in social-emotional learning (SEL) programs within their existing curricula. In this basic qualitative study, elementary school teachers and administrators shared their experiences integrating CRP into the SEL curriculum within Title I public schools for Grades 3 through 5. Bronfenbrenner's ecological systems theory informed data collection and analysis. The research questions focused on the participants' experiences and perspectives regarding incorporating SEL and CRP into the curriculum. Purposeful sampling was used to select 10 participants familiar with SEL and CRP and were currently implementing both in their school districts and classrooms. Data were collected by conducting semi-structured interviews with the participants. The data analysis, undergirded by provisional and initial coding methods, revealed two themes: abandoned at sea and look who's not at dinner. Although participating teachers and administrators stated that implementing SEL and CRP is essential, both reported difficulties in applying SEL and CRP with fidelity. Race-related issues and how biases are communicated with colleagues were described with frustration. The study may lead to positive social change by providing insight into teachers' and administrators' perspectives and experiences of implementing SEL and CRP. With this knowledge, school district leaders may better develop, plan, implement, and modify training and support for teachers who plan to implement SEL and CRP.

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