Culturally Responsive Social Emotional Learning for International Students

Professional Development for Higher Education

Authors

  • Ellen Yeh Columbia College Chicago
  • Rashmi Sharma University of West Florida
  • Monika Jaiswal-Oliver Columbia College Chicago https://orcid.org/0000-0002-5423-6268
  • Guofang Wan Loyola University Chicago

DOI:

https://doi.org/10.32674/jis.v12i1.2976

Keywords:

culturally responsive teaching (CRT), CRT–SEL model, international students, mid-sized institutions of higher education (IHEs), social and emotional learning (SEL)

Abstract

This qualitative study demonstrates how a culturally responsive teaching (CRT) approach builds the capacity of faculty and staff to create a social and emotional learning (SEL) environment that is conducive to success for international students. We propose a CRT–SEL model to address the increasing needs of mid-sized universities with emerging international students. The findings from 14 faculty and staff participants point to professional development strategies that can help reduce or remove barriers for working with international students. This study highlights the need to build upon the CRT and SEL tenets and align them with the existing support networks within the mid-size higher education institutions for classroom learning and off-campus activities to bolster international students’ overall success. The results also indicate the faculty and staff’s varying priorities and diverging trajectories.

Author Biographies

  • Ellen Yeh, Columbia College Chicago

    Ellen Yeh, PhD, is an Assistant Professor in English and Creative Writing Department and serves as Director of English as an Additional Language Program at Columbia College Chicago. She holds a Ph.D. in Curriculum and Instruction with a specialization in second language education from Ohio University. She also holds a TESOL Certificate and CALL Certificate. Her research interests include media literacy in teacher education, social media literacy, Computer Assisted Language Learning (CALL), intercultural communication, and family diversity in education. Her previous publications include articles in the CALICO Journal, the CALL Journal, and International Encyclopedia of Media Literacy collection.E-mail: eyeh@colum.edu

  • Rashmi Sharma, University of West Florida

    Rashmi Sharma earned a Doctorate in Education in 2016 from Ohio University School of Educational Studies; she majored in Educational Administration. Currently, she is a Visiting Instructor at the University of West Florida teaching action research and curriculum and instructional strategies for adult learners. Her research interests include global learning, community partnership schools, and organizational change. E-mail: rsharma@uwf.edu

  • Monika Jaiswal-Oliver, Columbia College Chicago

    Monika Jaiswal-Oliver holds Masters in Organizational Leadership in Higher Education and M.B.A from Lewis University.  She currently serves as the Academic Manager and Adjunct faculty in Business and Entrepreneurship Department Columbia College Chicago. She works with faculty in curriculum development, strategic offering of course schedule, and evaluations and outreach of the degree programs and student retention. E-mail: mjaiswaloliver@colum.edu

  • Guofang Wan, Loyola University Chicago

    Guofang Wan joined Loyola University Chicago as a Professor and Chair of the Department of Teaching and Learning. Her research interests range from the education of diverse populations and media literacy education to English as a second language. She has authored and edited several books, including “The Education of Diverse Student Populations: A Global Perspective.” Among Wan’s recognitions are the Margaret B. Lindsey Award for Distinguished Research in Teacher Education from American Association of Colleges for Teacher Education (AACTE) and the Fourth Annual Media Literacy Award from National Council of Teachers of English (NCTE). E-mail: gwan1@luc.edu

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Published

2021-07-09

Issue

Vol. 12 No. 1 (2022)

Section

Research Articles (English)

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How to Cite

Culturally Responsive Social Emotional Learning for International Students: Professional Development for Higher Education. (2021). Journal of International Students, 12(1), 19-41. https://doi.org/10.32674/jis.v12i1.2976