Transformative Social Emotional Learning (tSEL) expands traditional SEL by integrating equity and social justice to cultivate student development and as a framework for educator growth and systemic change in education (Jagers et al., 2019). Unlike traditional SEL, which primarily targets students, tSEL emphasizes educators’ role in disrupting inequitable practices, making it a powerful tool for reimagining schools as justice-oriented spaces. This qualitative case study explores how tSEL professional development influences educators’ sense of identity, agency, and belonging, along with their reflections on systemic inequities and application of Critical Pedagogy (Freire, 1970) in personal and professional contexts. Data collection included semi-structured interviews, reflective journals, and professional development observations with seven middle school educators. Thematic analysis revealed engaging in tSEL led to greater critical self-awareness, shifts in pedagogical practices, and increased advocacy for equity. Findings highlight the need for equity-driven professional development that empowers educators as change agents in systemic change.
","abstract_html":"<p>Transformative Social Emotional Learning (tSEL) expands traditional SEL by integrating equity and social justice to cultivate student development and as a framework for educator growth and systemic change in education (Jagers et al., 2019). Unlike traditional SEL, which primarily targets students, tSEL emphasizes educators’ role in disrupting inequitable practices, making it a powerful tool for reimagining schools as justice-oriented spaces. This qualitative case study explores how tSEL professional development influences educators’ sense of identity, agency, and belonging, along with their reflections on systemic inequities and application of Critical Pedagogy (Freire, 1970) in personal and professional contexts. Data collection included semi-structured interviews, reflective journals, and professional development observations with seven middle school educators. Thematic analysis revealed engaging in tSEL led to greater critical self-awareness, shifts in pedagogical practices, and increased advocacy for equity. Findings highlight the need for equity-driven professional development that empowers educators as change agents in systemic change.</p>","abstract_has_math":false,"creators":["Rummage-Massey, Samantha L"],"institution":null,"degree_name":"PhD Education for Social Justice","degree_level":"Dissertation: Open Access","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-05-18T07:00:00Z","date_published":"2025-05-18T07:00:00Z","updated_at":"2026-07-24T05:41:20Z","subjects":["tSEL","Critical Pedagogy","SEL","Social Emotional Learning","Transformative Social Emotional Learning","Adult Education","Professional Development","Education","Critical Self Awareness","Social Awareness","Empathy","Justice","Equity","Inclusion","Justice Oriented Education","Professional Learning","Adult and Continuing Education","Adult and Continuing Education and Teaching","Cognitive Science","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching","Social and Behavioral Sciences","Social Justice","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/1045","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Rummage-Massey, Samantha L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-04-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Education for Social Justice"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["tSEL","Critical Pedagogy","SEL","Social Emotional Learning","Transformative Social Emotional Learning","Adult Education","Professional Development","Education","Critical Self Awareness","Social Awareness","Empathy","Justice","Equity","Inclusion","Justice Oriented Education","Professional Learning","Adult and Continuing Education","Adult and Continuing Education and Teaching","Cognitive Science","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching","Social and Behavioral Sciences","Social Justice","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/1045"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Transformative Social Emotional Learning (tSEL) expands traditional SEL by integrating equity and social justice to cultivate student development and as a framework for educator growth and systemic change in education (Jagers et al., 2019). Unlike traditional SEL, which primarily targets students, tSEL emphasizes educators’ role in disrupting inequitable practices, making it a powerful tool for reimagining schools as justice-oriented spaces. This qualitative case study explores how tSEL professional development influences educators’ sense of identity, agency, and belonging, along with their reflections on systemic inequities and application of Critical Pedagogy (Freire, 1970) in personal and professional contexts. Data collection included semi-structured interviews, reflective journals, and professional development observations with seven middle school educators. Thematic analysis revealed engaging in tSEL led to greater critical self-awareness, shifts in pedagogical practices, and increased advocacy for equity. Findings highlight the need for equity-driven professional development that empowers educators as change agents in systemic change.
"]},{"key":"dc:title","label":"Title","values":["How We Show Up Matters: Transformative Adult Social Emotional Learning to Build Equity-Centered Schools"]}]}],"canonical_facts":{"dc:creator":["Rummage-Massey, Samantha L"],"dc:date.available":["2025-04-15T07:00:00Z"],"dc:description.abstract":["Transformative Social Emotional Learning (tSEL) expands traditional SEL by integrating equity and social justice to cultivate student development and as a framework for educator growth and systemic change in education (Jagers et al., 2019). Unlike traditional SEL, which primarily targets students, tSEL emphasizes educators’ role in disrupting inequitable practices, making it a powerful tool for reimagining schools as justice-oriented spaces. This qualitative case study explores how tSEL professional development influences educators’ sense of identity, agency, and belonging, along with their reflections on systemic inequities and application of Critical Pedagogy (Freire, 1970) in personal and professional contexts. Data collection included semi-structured interviews, reflective journals, and professional development observations with seven middle school educators. Thematic analysis revealed engaging in tSEL led to greater critical self-awareness, shifts in pedagogical practices, and increased advocacy for equity. Findings highlight the need for equity-driven professional development that empowers educators as change agents in systemic change.
"],"dc:identifier":["https://digital.sandiego.edu/dissertations/1045"],"dc:subject":["tSEL","Critical Pedagogy","SEL","Social Emotional Learning","Transformative Social Emotional Learning","Adult Education","Professional Development","Education","Critical Self Awareness","Social Awareness","Empathy","Justice","Equity","Inclusion","Justice Oriented Education","Professional Learning","Adult and Continuing Education","Adult and Continuing Education and Teaching","Cognitive Science","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching","Social and Behavioral Sciences","Social Justice","Teacher Education and Professional Development"],"dc:title":["How We Show Up Matters: Transformative Adult Social Emotional Learning to Build Equity-Centered Schools"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["PhD Education for Social Justice"]},"updated_at":"2026-07-24T05:41:20Z"}