This paper evaluated the Second Step program used by the Galaxy school district and many of the surrounding school districts in the area as the sole social and emotional learning program for elementary and middle/junior high school students. Research was conducted to discover whether or not the Second Step program addressed the social and emotional skills students need when encountering racial and gender-diverse issues in their everyday lives. Both quantitative and qualitative methods (such as surveys; interviews with teachers, social workers, and administrators; and classroom observations) were used when collecting data throughout the research. It was concluded that the Second Step program does not explore the social and emotional skills needed to address White privilege and how it impacts student’s ability to interact in racial and gender-diverse settings. Additionally, the program stakeholders do not believe the objectives of the program explicitly address diversity issues. Since the Second Step program does not have lessons that explicitly focus on gender diversity and/or racial issues, it is impossible for the delivery of the Second Step program to meet the social and emotional skills students need to implement when in racially and/or gender-diverse settings.
","abstract_html":"<p>This paper evaluated the Second Step program used by the Galaxy school district and many of the surrounding school districts in the area as the sole social and emotional learning program for elementary and middle/junior high school students. Research was conducted to discover whether or not the Second Step program addressed the social and emotional skills students need when encountering racial and gender-diverse issues in their everyday lives. Both quantitative and qualitative methods (such as surveys; interviews with teachers, social workers, and administrators; and classroom observations) were used when collecting data throughout the research. It was concluded that the Second Step program does not explore the social and emotional skills needed to address White privilege and how it impacts student’s ability to interact in racial and gender-diverse settings. Additionally, the program stakeholders do not believe the objectives of the program explicitly address diversity issues. Since the Second Step program does not have lessons that explicitly focus on gender diversity and/or racial issues, it is impossible for the delivery of the Second Step program to meet the social and emotional skills students need to implement when in racially and/or gender-diverse settings.</p>","abstract_has_math":false,"creators":["Dillard, Chimille E"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Sandra Stringer","Dr. Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-07-01T07:00:00Z","date_published":"2018-07-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["social and emotional learning","diversity","gender diversity","racial diversity","program evaluation","Curriculum and Instruction","Curriculum and Social Inquiry","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/323","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Sandra Stringer","Dr. Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Dillard, Chimille E"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["social and emotional learning","diversity","gender diversity","racial diversity","program evaluation","Curriculum and Instruction","Curriculum and Social Inquiry","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/323"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper evaluated the Second Step program used by the Galaxy school district and many of the surrounding school districts in the area as the sole social and emotional learning program for elementary and middle/junior high school students. Research was conducted to discover whether or not the Second Step program addressed the social and emotional skills students need when encountering racial and gender-diverse issues in their everyday lives. Both quantitative and qualitative methods (such as surveys; interviews with teachers, social workers, and administrators; and classroom observations) were used when collecting data throughout the research. It was concluded that the Second Step program does not explore the social and emotional skills needed to address White privilege and how it impacts student’s ability to interact in racial and gender-diverse settings. Additionally, the program stakeholders do not believe the objectives of the program explicitly address diversity issues. Since the Second Step program does not have lessons that explicitly focus on gender diversity and/or racial issues, it is impossible for the delivery of the Second Step program to meet the social and emotional skills students need to implement when in racially and/or gender-diverse settings.
"]},{"key":"dc:title","label":"Title","values":["An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development"]}]}],"canonical_facts":{"dc:contributor":["Dr. Sandra Stringer","Dr. Harrington Gibson"],"dc:creator":["Dillard, Chimille E"],"dc:date.available":["2018-08-13T07:00:00Z"],"dc:description.abstract":["This paper evaluated the Second Step program used by the Galaxy school district and many of the surrounding school districts in the area as the sole social and emotional learning program for elementary and middle/junior high school students. Research was conducted to discover whether or not the Second Step program addressed the social and emotional skills students need when encountering racial and gender-diverse issues in their everyday lives. Both quantitative and qualitative methods (such as surveys; interviews with teachers, social workers, and administrators; and classroom observations) were used when collecting data throughout the research. It was concluded that the Second Step program does not explore the social and emotional skills needed to address White privilege and how it impacts student’s ability to interact in racial and gender-diverse settings. Additionally, the program stakeholders do not believe the objectives of the program explicitly address diversity issues. Since the Second Step program does not have lessons that explicitly focus on gender diversity and/or racial issues, it is impossible for the delivery of the Second Step program to meet the social and emotional skills students need to implement when in racially and/or gender-diverse settings.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/323"],"dc:subject":["social and emotional learning","diversity","gender diversity","racial diversity","program evaluation","Curriculum and Instruction","Curriculum and Social Inquiry","Education"],"dc:title":["An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}