Although college enrollment rates among Black and Latinx students have risen, inequities in graduation rates across racial and ethnic groups persist. Guided by the integration of strength-based frameworks, the proposed manuscript will discuss how experiential learning and teaching may serve a dual purpose: helping students enact social change while simultaneously reaching their education goals. The proposed manuscript will integrate the culturally engaging campus environments model with the transformative social-emotional learning (T-SEL) framework. Also, drawing from the existing literature, the proposed manuscript will describe a range of experiential learning activities and how they may involve T-SEL. We then conclude with implications for experiential education and future research. Embedding T-SEL in experiential learning may help increase educational equity in ways that are meaningful in the short- and long-run for college students, especially minoritized young adults.
Li-Grining, Christine P.; Roy, Amanda; Uriostegui, Marbella; Radulescu, Maria; Naqi, Zahra; and Boyer, Amanda
"Promoting Educational Equity: Embedding Transformative Social and Emotional Learning in Experiential Learning,"
Experiential Learning & Teaching in Higher Education: Vol. 4:
2, Article 18.
Available at: https://nsuworks.nova.edu/elthe/vol4/iss2/18