A feminist critical heuristic for educational policy analysis: U.S. social emotional learning policy

ABSTRACT

Social emotional learning (SEL) aims to promote student well-being, including healthy relationships that are free from harm like gender-based-violence (GBV). We investigated U.S. SEL policy through the lens of GBV, and how policy in the New York State (NYS) context operates to actualize or constrain SEL aims. To do so, we developed and applied a novel feminist critical policy analysis (FCPA) heuristic. Key findings revealed that the NYS policy neglected to address GBV experienced by adolescent girls, and the overall absent presence of gender within the policy underscores concern for implementable SEL best practices. We conclude with implications for research, policy, and practice.

KEYWORDS:

• Educational policy
• Feminist critical policy analysis
• Gender
• Gender-based violence
• Social emotional learning

Acknowledgments

We wish to thank the University at Buffalo, SUNY Community of Excellence in Global Health Equity (CGHE) for its professional and “Micro-Grant” financial support of this research-policy-practice collaborative project titled, “Co-constructing public knowledge: Centering sexual violence in educational research, policy, and practices concerning adolescent girl trauma.” In particular and for their ongoing professional support, we would like to express our gratitude to Katarzyna Kordas, PhD, CGHE Co-Director and Associate Professor of Epidemiology and Environmental Health, and Samina Raja, PhD, CGHE Co-Director, Professor of Urban and Regional Planning, and Associate Dean for Research and Inclusive Excellence, School of Architecture and Planning.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the University at Buffalo, SUNY Community of Excellence in Global Health Equity Micro-Grant.

Notes on contributors

Melinda Lemke

Melinda Lemke, PhD, is an Associate Professor of Educational Policy at the University of Buffalo (UB), SUNY. Her research sits at the intersection of neoliberal educational policy reform, the politics of education, gender-based violence affecting young women and girls, and public health. Prior to her position at UB, Melinda held a Hillary Rodham Clinton School of Law postdoc at Swansea University, Wales, U.K. and had a career in U.S. urban public education.

Kate Rogers

Kate Rogers is a PhD student in Community Health and Health Behavior at the University at Buffalo (UB), SUNY. Her research focuses on adolescent gender and social norms, sexual education in schools, and school policy surrounding sexual and teen dating violence. Kate holds a Master’s of Public Health from UB and a Bachelor of Arts in English from SUNY Geneseo.