Impacts of Cultural Identity and Experience on Perception of Social Emotional Learning
Faculty Mentor
Susan Ruby
Document Type
Poster
Start Date
10-5-2023 11:15 AM
End Date
10-5-2023 1:00 PM
Location
PUB NCR
Department
Psychology
Abstract
Our poster will provide results from two studies that sought to elevate the voices of college students from a regional comprehensive university. Our first study is a survey designed to examine the relationship between cultural identity, previous experience with SEL, and self-perceptions of SEL skills; our second study involves a focus group with college students to allow for greater understanding of the interactions between these variables. Together, these projects provide information to assist school districts in understanding students' variance in social and emotional behaviors/competencies that are linked to their perceptions of cultural identity.
Study 1: Our survey is in initial data collection in spring 2022. We asked students to report previous experiences at home and school with social-awareness, self-management, social awareness, responsible decision making, and relationship skills. Students report how comfortable they feel working through cultural and racial differences, working in diverse group settings, and perceptions of their own competencies of the five SEL competencies. Students report how they may respond to given scenarios using personal values and experiences. We predict that students will differ in their perceptions of SEL skills and applications of SEL for scenario questions based on reported experience and cultural identity.
Study 2: In the Handbook of Multicultural School Psychology (Lopez et al., 2017), Proctor highlights that qualitative research provides a unique opportunity to learn about educational issues and experiences of an increasingly diverse and multicultural U.S. population. Participatory action research is a form of qualitative research that encourages transformative action and change as part of the recess process. The paucity of qualitative research in the school psychology profession is striking; less than two percent of the top journals published qualitative research between 2001 and 2005.
Recommended Citation
Madrigal, Arcelia, "Impacts of Cultural Identity and Experience on Perception of Social Emotional Learning" (2023). 2023 Symposium. 25.
https://dc.ewu.edu/srcw_2023/res_2023/p2_2023/25
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Impacts of Cultural Identity and Experience on Perception of Social Emotional Learning
PUB NCR
Our poster will provide results from two studies that sought to elevate the voices of college students from a regional comprehensive university. Our first study is a survey designed to examine the relationship between cultural identity, previous experience with SEL, and self-perceptions of SEL skills; our second study involves a focus group with college students to allow for greater understanding of the interactions between these variables. Together, these projects provide information to assist school districts in understanding students' variance in social and emotional behaviors/competencies that are linked to their perceptions of cultural identity.
Study 1: Our survey is in initial data collection in spring 2022. We asked students to report previous experiences at home and school with social-awareness, self-management, social awareness, responsible decision making, and relationship skills. Students report how comfortable they feel working through cultural and racial differences, working in diverse group settings, and perceptions of their own competencies of the five SEL competencies. Students report how they may respond to given scenarios using personal values and experiences. We predict that students will differ in their perceptions of SEL skills and applications of SEL for scenario questions based on reported experience and cultural identity.
Study 2: In the Handbook of Multicultural School Psychology (Lopez et al., 2017), Proctor highlights that qualitative research provides a unique opportunity to learn about educational issues and experiences of an increasingly diverse and multicultural U.S. population. Participatory action research is a form of qualitative research that encourages transformative action and change as part of the recess process. The paucity of qualitative research in the school psychology profession is striking; less than two percent of the top journals published qualitative research between 2001 and 2005.
