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Student Diversity Representation and Reporting in Universal School-Based Social and Emotional Learning Programs: Implications for Generalizability

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Abstract

This paper addresses two major and potentially conflicting movements: the importance of diversity as both a conceptual and political issue and the rise of the evidence-based practice movement in education. This tension is particularly important when evaluating and reporting universal interventions because of their intended applicability across diverse groups of children and adolescents. This study contributes to this discussion through an analysis of published school-based universal social and emotional learning (SEL) intervention evaluations in terms of their theoretical and empirical attention to student diversity characteristics. We defined student diversity in terms of five characteristics: gender, race/ethnicity, SES, disability status, and sexual orientation/gender identity. We assessed how and when demographic characteristics were reported, how these characteristics were analyzed as moderators of program outcomes, and how differential effects based on diversity were incorporated into reported intervention generalizability discussions. Results showed that diversity characteristics were inconsistently reported across articles. Most studies did not test for moderating effects, but those that did found inconsistent effects across diversity characteristics. Further, conceptual and/or empirical support for conducting the moderation analyses was often not provided or sufficiently supported by previous literature or a hypothesis. This research highlights the need for a more nuanced understanding of how SEL program effects may be moderated by student demographic characteristics and suggests caution about the generalizability of the reviewed SEL programs across diverse groups of children and adolescents.

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Notes

  1. Some recently advanced meta-analytic methods allow for the latter types of comparisons but are not yet commonly in use; see Tanner-Smith and Tipton (2014).

  2. Depending on the research aims, it may be appropriate to conduct subgroup analyses or test the moderating effects of diversity characteristics. The data may also direct this decision (e.g., subgroup analyses may be appropriate when subgroups have different variance-covariance structures). We included both types of tests in our moderation subgroup and recognize that these tests should not be interpreted the same way. Analyzing subgroup differences involving stratified analyses (e.g., testing program effects for boys and girls separately) does not statistically compare the groups (Littell et al. 2008). Therefore, it is inappropriate to “base a claim of heterogeneity on separate tests of the treatment effect within each group” (Wang and Ware 2013, p. 116).

  3. We did not include demographic information that was reported at a different level than the level of analysis. For example, we did not include SES information if district-level SES was reported, but the intervention was administered in one grade at one school within the district. We could not assume that the district-level SES data generalized to the grade level because all the students in the school district are not randomly assigned to a grade or school.

  4. We excluded three moderation tests from two articles because they tested three-way interactions, and thus, we could not tease apart each moderator’s unique effects.

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Acknowledgements

We thank Dr. David DuBois for his efforts on this manuscript; his insight greatly improved this work and we are grateful for his guidance. We also thank the manuscript reviewers and Dr. Fred Paas for their constructive feedback throughout the revision process.

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  1. Department of Psychology, University of Illinois at Chicago, 1007 W. Harrison St. M/C 285, Chicago, IL, 60607, USA

    Hillary L. Rowe

  2. Department of Educational and Psychological Studies, University of Miami, 5202 University Drive, Coral Gables, FL, 33146, USA

    Edison J. Trickett

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Rowe, H.L., Trickett, E.J. Student Diversity Representation and Reporting in Universal School-Based Social and Emotional Learning Programs: Implications for Generalizability. Educ Psychol Rev 30, 559–583 (2018). https://doi.org/10.1007/s10648-017-9425-3

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