This study explores how teachers with high Emotional Intelligence (EQ) integrate Diversity, Equity, and Inclusion (DEI) principles into their instructional practices in early adolescent classrooms. Using narrative inquiry, the research examined the lived experiences of seventh- and eighth-grade educators in the Crestview Heights District (pseudonym), who were nominated for their emotionally responsive and inclusive teaching approaches. Through classroom observations and semi-structured interviews, the study captured how EQ-based strategies—such as self-regulation, empathy, storytelling, and culturally responsive pedagogy— shape classroom climates and influence student engagement, emotional development, and academic resilience. Findings revealed that educators with high EQ not only fostered safe and inclusive environments but also adjusted real-time instructional strategies to support diverse learners. Themes of teacher reflection, professional growth, and challenges in DEI implementation also emerged, highlighting the evolving nature of emotionally intelligent teaching. By bridging theoretical frameworks from Salovey, Mayer, and Goleman with practical application, this research offers implications for teacher preparation programs and professional development focused on cultivating inclusive, emotionally aware educators. The final chapter includes an epilogue reflecting on how national attitudes toward DEI and SEL have shifted from the post-COVID era (2021) to the current educational climate in 2025 under new federal and district leadership.
","abstract_html":"<p>This study explores how teachers with high Emotional Intelligence (EQ) integrate Diversity, Equity, and Inclusion (DEI) principles into their instructional practices in early adolescent classrooms. Using narrative inquiry, the research examined the lived experiences of seventh- and eighth-grade educators in the Crestview Heights District (pseudonym), who were nominated for their emotionally responsive and inclusive teaching approaches. Through classroom observations and semi-structured interviews, the study captured how EQ-based strategies—such as self-regulation, empathy, storytelling, and culturally responsive pedagogy— shape classroom climates and influence student engagement, emotional development, and academic resilience. Findings revealed that educators with high EQ not only fostered safe and inclusive environments but also adjusted real-time instructional strategies to support diverse learners. Themes of teacher reflection, professional growth, and challenges in DEI implementation also emerged, highlighting the evolving nature of emotionally intelligent teaching. By bridging theoretical frameworks from Salovey, Mayer, and Goleman with practical application, this research offers implications for teacher preparation programs and professional development focused on cultivating inclusive, emotionally aware educators. The final chapter includes an epilogue reflecting on how national attitudes toward DEI and SEL have shifted from the post-COVID era (2021) to the current educational climate in 2025 under new federal and district leadership.</p>","abstract_has_math":false,"creators":["Bozek, Colette"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Frances Gipson","John Garcia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:09Z","subjects":["Diversity Equity and Inclusion (DEI)","Early Adolescence","Emotional Intelligence","Inclusive Pedagogy","Narrative Inquiry","Social and Emotional Learning","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/937","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Frances Gipson","John Garcia"]},{"key":"dc:creator","label":"Author","values":["Bozek, Colette"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-06-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Diversity Equity and Inclusion (DEI)","Early Adolescence","Emotional Intelligence","Inclusive Pedagogy","Narrative Inquiry","Social and Emotional Learning","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/937"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores how teachers with high Emotional Intelligence (EQ) integrate Diversity, Equity, and Inclusion (DEI) principles into their instructional practices in early adolescent classrooms. Using narrative inquiry, the research examined the lived experiences of seventh- and eighth-grade educators in the Crestview Heights District (pseudonym), who were nominated for their emotionally responsive and inclusive teaching approaches. Through classroom observations and semi-structured interviews, the study captured how EQ-based strategies—such as self-regulation, empathy, storytelling, and culturally responsive pedagogy— shape classroom climates and influence student engagement, emotional development, and academic resilience. Findings revealed that educators with high EQ not only fostered safe and inclusive environments but also adjusted real-time instructional strategies to support diverse learners. Themes of teacher reflection, professional growth, and challenges in DEI implementation also emerged, highlighting the evolving nature of emotionally intelligent teaching. By bridging theoretical frameworks from Salovey, Mayer, and Goleman with practical application, this research offers implications for teacher preparation programs and professional development focused on cultivating inclusive, emotionally aware educators. The final chapter includes an epilogue reflecting on how national attitudes toward DEI and SEL have shifted from the post-COVID era (2021) to the current educational climate in 2025 under new federal and district leadership.
"]},{"key":"dc:title","label":"Title","values":["Lived Narratives of Educators: Emotional Intelligence for DEI in Early Adolescent Classrooms"]}]}],"canonical_facts":{"dc:contributor":["Frances Gipson","John Garcia"],"dc:creator":["Bozek, Colette"],"dc:date.available":["2025-06-11T07:00:00Z"],"dc:description.abstract":["This study explores how teachers with high Emotional Intelligence (EQ) integrate Diversity, Equity, and Inclusion (DEI) principles into their instructional practices in early adolescent classrooms. Using narrative inquiry, the research examined the lived experiences of seventh- and eighth-grade educators in the Crestview Heights District (pseudonym), who were nominated for their emotionally responsive and inclusive teaching approaches. Through classroom observations and semi-structured interviews, the study captured how EQ-based strategies—such as self-regulation, empathy, storytelling, and culturally responsive pedagogy— shape classroom climates and influence student engagement, emotional development, and academic resilience. Findings revealed that educators with high EQ not only fostered safe and inclusive environments but also adjusted real-time instructional strategies to support diverse learners. Themes of teacher reflection, professional growth, and challenges in DEI implementation also emerged, highlighting the evolving nature of emotionally intelligent teaching. By bridging theoretical frameworks from Salovey, Mayer, and Goleman with practical application, this research offers implications for teacher preparation programs and professional development focused on cultivating inclusive, emotionally aware educators. The final chapter includes an epilogue reflecting on how national attitudes toward DEI and SEL have shifted from the post-COVID era (2021) to the current educational climate in 2025 under new federal and district leadership.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/937"],"dc:subject":["Diversity Equity and Inclusion (DEI)","Early Adolescence","Emotional Intelligence","Inclusive Pedagogy","Narrative Inquiry","Social and Emotional Learning","Education"],"dc:title":["Lived Narratives of Educators: Emotional Intelligence for DEI in Early Adolescent Classrooms"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:41:09Z"}