Abstract

My research on the impact of social emotional learning on Chicanx students and their educators aims to analyze how the planned implementation of a carefully curated curriculum centering on the students’ culture and lived experiences makes for a better overall experience. For this study, I use the interpretive paradigm as it allows me to explain how education can serve as a tool to illuminate the injustices that students and their families face in their lives and, in turn, how these injustices are addressed in Ethnic Studies courses. Chicana/o/x Studies scholars have long advocated for utilizing students’ knowledge, experiences, perspectives, and overall understanding of the world in the classroom and applying them analytically to society at large, thereby providing students with an approach to understanding their own and others’ social and cultural capital. Looking at multiple perspectives and understanding that there is no one clear answer offers students a baseline for navigating their complex worlds. This research draws on validation theory, which highlights students’ knowledge and encourages them by showing they do belong, combined with interpretive theory, which utilizes students’ knowledge, experiences, perspectives, and their overall understanding of their world, and applies it to the rest of society. I argue that if we not only acknowledge but also incorporate the learning they are experts in, it makes them feel more confident and welcome.  

Language

English

Document Type

Thesis

Degree Name

Master of Arts (MA)

Level of Degree

Masters

First Committee Member

Irene Vasquez

Second Committee Member

Divana Olivas

Third Committee Member

Elizabeth Gonzales Cardenas

Comments

I was unable to select my department, Chicana/o/x Studies. 

Keywords

social emotional learning, culturally relevant learning, dual credit, Chicana/o/x, Hispanic, education

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