دورية أكاديمية
Gender, racial-ethnic, and socioeconomic disparities in the development of social-emotional competence among elementary school students.
| العنوان: | Gender, racial-ethnic, and socioeconomic disparities in the development of social-emotional competence among elementary school students. |
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| المؤلفون: | Lee J; The University of Hong Kong, Pokfulam Road, Hong Kong SAR. Electronic address: leejy@hku.hk., Shapiro VB; University of California, Berkeley, 120 Haviland Hall, Berkeley, CA 94720, USA., Robitaille JL; Aperture Education, P.O. Box 1279, Fort Mill, SC 29716, USA., LeBuffe P; Aperture Education, P.O. Box 1279, Fort Mill, SC 29716, USA. |
| المصدر: | Journal of school psychology [J Sch Psychol] 2024 Jun; Vol. 104, pp. 101311. Date of Electronic Publication: 2024 Apr 13. |
| نوع المنشور: | Comparative Study; Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: Pergamon Press Country of Publication: United States NLM ID: 0050303 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-3506 (Electronic) Linking ISSN: 00224405 NLM ISO Abbreviation: J Sch Psychol Subsets: MEDLINE |
| أسماء مطبوعة: | Publication: Elmsford Ny : Pergamon Press Original Publication: Columbus, Ohio. |
| مواضيع طبية MeSH: | Ethnicity*/statistics & numerical data , Schools* , Social Skills* , Students*/psychology, Child ; Female ; Humans ; Male ; Child Development/physiology ; Emotions ; Sex Factors ; Socioeconomic Disparities in Health ; Socioeconomic Factors ; United States ; Black or African American ; White ; Hispanic or Latino |
| مستخلص: | Social-emotional competence (SEC) has been demonstrated to be a crucial factor for student mental health and is malleable through the high-quality implementation of effective school-based social and emotional learning (SEL) programs. SEL is now widely practiced in the United States as a Tier 1 strategy for the entire student body, yet it remains unclear whether disparities exist in the development of SEC across socio-culturally classified subgroups of students. Also, despite the field's widespread concern about teacher bias in assessing SEC within diverse student bodies, little evidence is available on the measurement invariance of the SEC assessment tools used to explore and facilitate SEC development. Based on a sociocultural view of student SEC development, this study aimed to measure and examine the extent to which gender, racial-ethnic, and socioeconomic disparities exist in SEC developmental trajectories during elementary school years. Specifically, using 3 years of SEC assessment data collected from a districtwide SEL initiative (N = 5452; Grades K-2 at baseline; nine measurement occasions), this study (a) tested the measurement invariance of a widely-used, teacher-rated SEC assessment tool (DESSA-Mini) across student gender, race and ethnicity, and socioeconomic status (SES); and (b) examined the extent to which multiyear SEC growth trajectories differed across these subgroups under a routine SEL practice condition. The invariance testing results supported strict factorial invariance of the DESSA-Mini across all the examined subgroups, thereby providing a foundation for valid cross-group comparisons of student SEC growth. The piecewise latent growth modeling results indicated that boys (vs. girls), Black students (vs. White students), Hispanic students (vs. White students), and low-income students (vs. middle-to-high-income students) started with a lower level of SEC, with these gaps being sustained or slightly widened throughout 3 elementary school years. Based on these findings, this study calls for future research that can inform practice efforts to ensure equitable SEC assessments and produce more equitable SEL outcomes, thereby promoting equity in school mental health. Competing Interests: Declaration of competing interest The first author has no competing interests to declare. Although some of the other authors were involved in the development of the DESSA while employed at the Devereux Center for Resilient Children, no author of this paper receives any direct financial remuneration from the sale of the assessments or resources mentioned within this manuscript. (Copyright © 2023. Published by Elsevier Ltd.) |
| فهرسة مساهمة: | Keywords: Assessment; Disparities; Growth trajectory; Measurement invariance; Social and emotional learning (SEL); Social-emotional competence |
| تواريخ الأحداث: | Date Created: 20240613 Date Completed: 20240613 Latest Revision: 20240920 |
| رمز التحديث: | 20240920 |
| DOI: | 10.1016/j.jsp.2024.101311 |
| PMID: | 38871420 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 1873-3506 |
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| DOI: | 10.1016/j.jsp.2024.101311 |