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Abstract
I use a manuscript style dissertation to examine the intersection of school climate and SEL. These studies offer a critical perspective in discussions about school climate and SEL to better center these constructs within the broader goals of the promotion of equity. In documenting how educational stakeholders leverage the flexibility ESSA provides to center non-cognitive indicators of success in their school improvement plans, my studies accentuate why these reforms must not take on a color blinded nature.
To understand the racial school climate gap, study 1 of this dissertation uses descriptive and exploratory research designs. I situate this study within the PVEST framework, by positioning schools as either cultivating environments that exacerbate or mitigate threats to students' schooling experiences. This study documents widespread disparities in students’ climate experiences and positions Black teachers as important protective factors against the racial school climate gap.
In study 2, I document disparities in access to teachers who engage in SEL informed classroom practices and argue further why inequities in SEL are likely to mirror those in other prominent school improvement reforms. This study uses a social-ecological framework to understand the myriad of factors that influence teachers' fidelity to SEL. It shows how a myriad of school and contextual factors implicate teachers’ fidelity to SEL classroom practices, and positions mobility, trauma, poverty, and school climate as significant factors driving access to SEL.
Finally, study 3 examines school leaders to understand how they 'makesense' of threats to SEL implementation as well as how they are navigating the new terrain granted by ESSA. Guided by the organizational social capital framework, study 3 extends theory and practice regarding internal and external challenges faced by school leaders implementing SEL reforms. It suggests a lack of preparedness and mindsets unconducive to SEL among teachers as primary barriers to successful implementation. School leaders also conceptualized teacher turnover and instability as substantial barriers to SEL.
Cumulatively, the three studies explicate the intersection of school climate and SEL and center the people involved in building success reforms that improve these constructs, rather than programs that are central in other studies.
To understand the racial school climate gap, study 1 of this dissertation uses descriptive and exploratory research designs. I situate this study within the PVEST framework, by positioning schools as either cultivating environments that exacerbate or mitigate threats to students' schooling experiences. This study documents widespread disparities in students’ climate experiences and positions Black teachers as important protective factors against the racial school climate gap.
In study 2, I document disparities in access to teachers who engage in SEL informed classroom practices and argue further why inequities in SEL are likely to mirror those in other prominent school improvement reforms. This study uses a social-ecological framework to understand the myriad of factors that influence teachers' fidelity to SEL. It shows how a myriad of school and contextual factors implicate teachers’ fidelity to SEL classroom practices, and positions mobility, trauma, poverty, and school climate as significant factors driving access to SEL.
Finally, study 3 examines school leaders to understand how they 'makesense' of threats to SEL implementation as well as how they are navigating the new terrain granted by ESSA. Guided by the organizational social capital framework, study 3 extends theory and practice regarding internal and external challenges faced by school leaders implementing SEL reforms. It suggests a lack of preparedness and mindsets unconducive to SEL among teachers as primary barriers to successful implementation. School leaders also conceptualized teacher turnover and instability as substantial barriers to SEL.
Cumulatively, the three studies explicate the intersection of school climate and SEL and center the people involved in building success reforms that improve these constructs, rather than programs that are central in other studies.