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Preliminary Development of the Racial Equity-Oriented Social-Emotional Learning Practices Measure

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Title: Preliminary Development of the Racial Equity-Oriented Social-Emotional Learning Practices Measure
Language: English
Authors: Deborah Rivas-Drake (ORCID 0000-0002-3529-5537), Jozet Channey (ORCID 0000-0001-9103-0245), Gina McGovern (ORCID 0000-0002-9533-3996), Bernardette J. Pinetta
Source: AERA Open. 2024 10(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Equal Education, Social Emotional Learning, Measures (Individuals), Test Construction, Factor Analysis, Factor Structure, Test Validity, Test Reliability, Test Items, Scores, Psychometrics, Racial Attitudes, Race, Ethnicity, Social Justice, Teacher Attitudes
ISSN: 2332-8584
Abstract: This article delineates the development of a measure to assess teachers' reported engagement in practices that center on issues of racial equity as part of their SEL instruction. An iterative mixed-method approach included theoretical grounding, literature reviews, content expert evaluation, focus groups, cognitive interviews, and multiple survey administrations. Exploratory and confirmatory factor analyses were conducted using data from three independent samples of fifth- to eighth-grade teachers (N range = 240-260; White = 67-89%; Black = 3-7%; Latinx = 5-23%). Test-retest reliability was assessed in a fourth national sample from the RAND American Education Panels (N = 482; Black/African American = 19.9%, Latino/Hispanic = 16.2%, Asian/Asian American = 2.7%, American Indian/Native American = 1.9%, White = 66.0%, Middle Eastern/North African = 0.6%, and Other = 2.7%). Results suggest (1) evidence of strong internal consistency for the 41-item Racial Equity-oriented Social Emotional Learning (REQSEL) measure; (2) REQSEL scores correlated with multiple relevant measures of teachers' beliefs and behaviors regarding race, ethnicity, culture, and social justice; and (3) REQSEL scores correlated with teachers' own ethnic-racial identity beliefs.
Abstractor: As Provided
Notes: https://doi.org/10.3886/E142521V2
Entry Date: 2025
Accession Number: EJ1455506
Database: ERIC
FullText Text:
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  Data: Preliminary Development of the Racial Equity-Oriented Social-Emotional Learning Practices Measure
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  Data: <searchLink fieldCode="AR" term="%22Deborah+Rivas-Drake%22">Deborah Rivas-Drake</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3529-5537">0000-0002-3529-5537</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jozet+Channey%22">Jozet Channey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9103-0245">0000-0001-9103-0245</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gina+McGovern%22">Gina McGovern</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9533-3996">0000-0002-9533-3996</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bernardette+J%2E+Pinetta%22">Bernardette J. Pinetta</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2024 10(1).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Structure%22">Factor Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Attitudes%22">Racial Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
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  Data: 2332-8584
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  Label: Abstract
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  Data: This article delineates the development of a measure to assess teachers' reported engagement in practices that center on issues of racial equity as part of their SEL instruction. An iterative mixed-method approach included theoretical grounding, literature reviews, content expert evaluation, focus groups, cognitive interviews, and multiple survey administrations. Exploratory and confirmatory factor analyses were conducted using data from three independent samples of fifth- to eighth-grade teachers (N range = 240-260; White = 67-89%; Black = 3-7%; Latinx = 5-23%). Test-retest reliability was assessed in a fourth national sample from the RAND American Education Panels (N = 482; Black/African American = 19.9%, Latino/Hispanic = 16.2%, Asian/Asian American = 2.7%, American Indian/Native American = 1.9%, White = 66.0%, Middle Eastern/North African = 0.6%, and Other = 2.7%). Results suggest (1) evidence of strong internal consistency for the 41-item Racial Equity-oriented Social Emotional Learning (REQSEL) measure; (2) REQSEL scores correlated with multiple relevant measures of teachers' beliefs and behaviors regarding race, ethnicity, culture, and social justice; and (3) REQSEL scores correlated with teachers' own ethnic-racial identity beliefs.
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  Data: https://doi.org/10.3886/E142521V2
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  Data: 2025
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  Data: EJ1455506
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      – Text: English
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      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Test Construction
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      – SubjectFull: Factor Analysis
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      – SubjectFull: Factor Structure
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      – SubjectFull: Test Validity
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      – SubjectFull: Test Reliability
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      – SubjectFull: Test Items
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      – SubjectFull: Scores
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      – SubjectFull: Psychometrics
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      – SubjectFull: Racial Attitudes
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      – SubjectFull: Race
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      – SubjectFull: Ethnicity
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      – SubjectFull: Social Justice
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      – SubjectFull: Teacher Attitudes
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    Titles:
      – TitleFull: Preliminary Development of the Racial Equity-Oriented Social-Emotional Learning Practices Measure
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