Teachers of Color & Self-Efficacy in Social and Emotional Learning (SEL): Strengthening Equity-Based Approaches to SEL

This article examines teacher self-efficacy in social and emotional learning (SEL), particularly by teachers of color, and the conditions that shaped their efficacy beliefs. Data are drawn from surveys with two teacher groups, one comprised of teachers of color and a comparative group that was predo...

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Bibliographic Details
Published inUrban education (Beverly Hills, Calif.) Vol. 59; no. 8; pp. 2211 - 2244
Main Authors White, Terrenda, Bristol, Travis, Britton, Tolani
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.10.2024
SAGE PUBLICATIONS, INC
Subjects
Beliefs
Communities of Practice
Diversity equity & inclusion
Fairness
Minority teachers
Racial differences
Racial justice
Self Efficacy
Social & emotional learning
Social justice
Teacher Surveys
Teachers
urban
social
subjects
teachers of color
teacher perceptions of efficacy
urban education
discipline policies
teacher development
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Summary:This article examines teacher self-efficacy in social and emotional learning (SEL), particularly by teachers of color, and the conditions that shaped their efficacy beliefs. Data are drawn from surveys with two teacher groups, one comprised of teachers of color and a comparative group that was predominantly white. Surveys were followed by interviews and observations with teachers in each group. Findings showed that teachers of color reported stronger efficacy beliefs in SEL and described practices that centered racial justice. Differences in efficacy are attributed to a social justice learning community that provided efficacy-forming experiences for teachers of color to enact equity-based SEL practices.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0042-0859
1552-8340
DOI:10.1177/00420859221114875