Humanizing Student–Teacher Relationships for Black Children: Implications for Teachers’ Social–Emotional Training

Kamilah B. Legette; Leoandra Onnie Rogers; Chezare A. Warren

doi:10.1177/0042085920933319

Humanizing Student–Teacher Relationships for Black Children: Implications for Teachers’ Social–Emotional Training

Kamilah B. Legette^*, Leoandra Onnie Rogers, Chezare A. Warren

^*Corresponding author for this work

Psychology

Research output: Contribution to journal › Article › peer-review

33 Scopus citations

Abstract

A growing number of scholars in the field of urban education compellingly demonstrate the myriad ways U.S. schooling for Black youth is dehumanizing. Social and emotional learning (SEL), particularly, transformative social emotional learning (TSEL) has come to the fore as a promising intervention to promote positive inclusive school cultures and relationships while recognizing and accounting for the realities of racial oppression. Here, we discuss teachers’ capacity to develop and negotiate student–teacher relationships that acknowledge and actively confront the dehumanization of Black youth in schools. We provide recommendations for teachers’ social emotional training that can effectively humanize learning environments for Black youth.

Original language	English (US)
Pages (from-to)	278-288
Number of pages	11
Journal	Urban Education
Volume	57
Issue number	2
DOIs	https://doi.org/10.1177/0042085920933319
State	Published - Feb 2022

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported in part by a postdoctoral fellowship provided by the National Institute of Child Health and Human Development (T32-HD07376) through the Center for Developmental Science, University of North Carolina at Chapel Hill.

Keywords

Black adolescents
social and emotional learning
student–teacher relationships
teacher training

ASJC Scopus subject areas

Education
Urban Studies

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10.1177/0042085920933319

Cite this

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abstract = "A growing number of scholars in the field of urban education compellingly demonstrate the myriad ways U.S. schooling for Black youth is dehumanizing. Social and emotional learning (SEL), particularly, transformative social emotional learning (TSEL) has come to the fore as a promising intervention to promote positive inclusive school cultures and relationships while recognizing and accounting for the realities of racial oppression. Here, we discuss teachers{\textquoteright} capacity to develop and negotiate student–teacher relationships that acknowledge and actively confront the dehumanization of Black youth in schools. We provide recommendations for teachers{\textquoteright} social emotional training that can effectively humanize learning environments for Black youth.",

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Humanizing Student–Teacher Relationships for Black Children: Implications for Teachers’ Social–Emotional Training

Abstract

Funding

Keywords

ASJC Scopus subject areas

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