基于学校的普遍社会和情感学习 (SEL) 对多样化的学生子组:通过SEL增强公平的含义
Juyeon Lee1, Valerie B Shapiro2, Bo-Kyung Elizabeth Kim3
1The University of Hong Kong, Pokfulam Road, Pokfulam, Hong Kong. leejy@hku.hk.
概括
普遍的社会和情感学习 (SEL) 计划在大多数学生群体中都显示出类似的好处. 然而,SEL可能为黑人学生提供更大的优势,有助于防止在社会情感能力方面扩大种族差距.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 公共卫生 公共卫生
背景情况:
- 基于学校的社会和情感学习 (SEL) 是为了预防青少年心理健康问题而推广的.
- 之前的研究证实了SEL计划的平均效果,但子组差异仍然不清楚.
- 了解子组影响对于解决社会情感能力 (SEC) 差异至关重要.
研究的目的:
- 为了检查一个通用SEL课程对学生SEC的影响是否在不同的学生子组之间有所不同.
- 调查基于性别,种族,种族,社会经济地位,残疾和英语学习者的差异性影响.
主要方法:
- 这是一项为期一年的准实验性研究,涉及K-2年级的1592名学生.
- 收集的学生SEC进度监测数据.
- 利用多组潜增长建模来分析子组效应.
主要成果:
- 与白人或其他种族-种族子组相比,黑人学生的干预效应略大.
- 在其他检查的子组中,没有发现影响的显著差异.
- 在对照组中,黑人和白人学生之间的SEC差异扩大;在干预组中,黑人学生的成长与白人同龄人相匹配.
结论:
- 在大多数学生子组中,通用SEL似乎同样有益.
- 对于种族边缘化小组来说,SEL可能会带来更大的好处,可能会防止扩大差距.
- 目前的SEL福利可能不足以减少现有的子组差异,需要进一步研究公平计划影响.
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