The social and civil unrest across the United States has ignited a call for more school-based social and emotional learning (SEL) frameworks and practices that are social justice-oriented. The Collaborative for Academic and Social Emotional Learning (CASEL) is one of the organizations that chose to revisit their existing SEL framework and introduced transformative SEL as an attempt to take steps toward creating a more social justice-oriented approach. This critique will review the SEL landscape of some pre-K-12 SEL programs and their methods to highlight gaps and limitations in the fields for future research considerations. Then, a new social and emotional learning approach will be introduced, which expands on transformative SEL to create a critical- diversity, equity, inclusion, and belongingness SEL (C-DBIE SEL) conceptual framework. C-DBIE SEL addresses the opportunity to learn SEL for Black, Latinx, and Indigenous students by integrating critical race theory, Indigenous epistemology and pedagogy, and the concept of DBIE. Yet, it is a framework that can continue to expand and include different intersectional identities.
","abstract_html":"<p>The social and civil unrest across the United States has ignited a call for more school-based social and emotional learning (SEL) frameworks and practices that are social justice-oriented. The Collaborative for Academic and Social Emotional Learning (CASEL) is one of the organizations that chose to revisit their existing SEL framework and introduced transformative SEL as an attempt to take steps toward creating a more social justice-oriented approach. This critique will review the SEL landscape of some pre-K-12 SEL programs and their methods to highlight gaps and limitations in the fields for future research considerations. Then, a new social and emotional learning approach will be introduced, which expands on transformative SEL to create a critical- diversity, equity, inclusion, and belongingness SEL (C-DBIE SEL) conceptual framework. C-DBIE SEL addresses the opportunity to learn SEL for Black, Latinx, and Indigenous students by integrating critical race theory, Indigenous epistemology and pedagogy, and the concept of DBIE. Yet, it is a framework that can continue to expand and include different intersectional identities.</p>","abstract_has_math":false,"creators":["Marroquin, Jeanny Eliana"],"institution":null,"degree_name":"Education, MA","degree_level":"Open Access Master's Thesis","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Frances Gipson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:15Z","subjects":["Belongingness","Diversity","Equity","Inclusion","K-12 education","SEL","Education","Educational Sociology","Sociology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/549","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Frances Gipson"]},{"key":"dc:creator","label":"Author","values":["Marroquin, Jeanny Eliana"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-10-23T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Belongingness","Diversity","Equity","Inclusion","K-12 education","SEL","Education","Educational Sociology","Sociology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/549"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The social and civil unrest across the United States has ignited a call for more school-based social and emotional learning (SEL) frameworks and practices that are social justice-oriented. The Collaborative for Academic and Social Emotional Learning (CASEL) is one of the organizations that chose to revisit their existing SEL framework and introduced transformative SEL as an attempt to take steps toward creating a more social justice-oriented approach. This critique will review the SEL landscape of some pre-K-12 SEL programs and their methods to highlight gaps and limitations in the fields for future research considerations. Then, a new social and emotional learning approach will be introduced, which expands on transformative SEL to create a critical- diversity, equity, inclusion, and belongingness SEL (C-DBIE SEL) conceptual framework. C-DBIE SEL addresses the opportunity to learn SEL for Black, Latinx, and Indigenous students by integrating critical race theory, Indigenous epistemology and pedagogy, and the concept of DBIE. Yet, it is a framework that can continue to expand and include different intersectional identities.
"]},{"key":"dc:title","label":"Title","values":["Critical- Diversity, Belongingness, Inclusion, and Equity SEL"]}]}],"canonical_facts":{"dc:contributor":["Frances Gipson"],"dc:creator":["Marroquin, Jeanny Eliana"],"dc:date.available":["2023-10-23T07:00:00Z"],"dc:description.abstract":["The social and civil unrest across the United States has ignited a call for more school-based social and emotional learning (SEL) frameworks and practices that are social justice-oriented. The Collaborative for Academic and Social Emotional Learning (CASEL) is one of the organizations that chose to revisit their existing SEL framework and introduced transformative SEL as an attempt to take steps toward creating a more social justice-oriented approach. This critique will review the SEL landscape of some pre-K-12 SEL programs and their methods to highlight gaps and limitations in the fields for future research considerations. Then, a new social and emotional learning approach will be introduced, which expands on transformative SEL to create a critical- diversity, equity, inclusion, and belongingness SEL (C-DBIE SEL) conceptual framework. C-DBIE SEL addresses the opportunity to learn SEL for Black, Latinx, and Indigenous students by integrating critical race theory, Indigenous epistemology and pedagogy, and the concept of DBIE. Yet, it is a framework that can continue to expand and include different intersectional identities.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/549"],"dc:subject":["Belongingness","Diversity","Equity","Inclusion","K-12 education","SEL","Education","Educational Sociology","Sociology"],"dc:title":["Critical- Diversity, Belongingness, Inclusion, and Equity SEL"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Master's Thesis"],"thesis:degree_name":["Education, MA"]},"updated_at":"2026-07-24T01:40:15Z"}