- Travis J. Bristol
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Travis J. Bristol
Researchers have noted the importance of equity-based approaches to social and emotional learning (SEL), which emphasize the role of school environment, including adult beliefs, in student well-being. This article builds on this work by examining 129 teachers’ perceptions of efficacy in SEL. While participants worked in urban schools, were selected from national fellowship programs, and had similar years of experience and preparation, survey data found that teachers in one program reported higher levels of efficacy in SEL. Interviews and observations with a purposeful sample of these teachers found that despite common challenges with exclusionary discipline practices and limited resources, efficacious teachers described a “social justice learning community,” geared for teachers of color, that enhanced their capacities to enact SEL in their schools. Discussion includes the need for critical professional development opportunities in SEL that are race-conscious, context-specific, and asset-based, as well as opportunities for teachers from historically marginalized groups to form specialized learning communities.
A research synthesis points to the added-value—benefits to social and emotional development, as well as learning outcomes—for students of color taught by teachers of color. Given ongoing education debates, policymakers can use this evidence base to craft legislation aimed at increasing the ethnoracial diversity of the U.S. educator workforce. To begin, historical research shows how Latinx and Black teachers have supported their Latinx and Black students’ social and emotional development during state-sanctioned school segregation. Contemporary qualitative and quantitative research highlights how teachers of color improve social and emotional development, as well as learning, for their students of color. Implications for the reauthorization of the Higher Education Act are discussed.
This phenomenological study draws on semi-structured interviews with 27 Black male teachers across 14 schools in an urban school district—seven schools with three or more Black male teachers and seven schools with one Black male teacher. Consistent with theories about teacher turnover, findings indicate a relationship between organizational characteristics, reasons participants cited for leaving, and participants’ actual decisions to stay or leave.