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Emotions at Play: A Critical Exploration into the Everyday Social and Emotional Lives of Elementary Aged Black Students
Emotions at Play: A Critical Exploration into the Everyday Social and Emotional Lives of Elementary Aged Black Students
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152649
- ISBN
- 9798384454922
- DDC
- 150
- 저자명
- Hill, Demond.
- 서명/저자
- Emotions at Play: A Critical Exploration into the Everyday Social and Emotional Lives of Elementary Aged Black Students
- 발행사항
- [Sl] : University of California, Berkeley, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 165 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: B.
- 주기사항
- Advisor: Stone, Susan I.;Baldridge, Bianca J.
- 학위논문주기
- Thesis (Ph.D.)--University of California, Berkeley, 2024.
- 초록/해제
- 요약Drawing on an integrative framework of emotions, my dissertation grapples with the social and emotional development-specifically well-being-of Black children amid anti-Black violence within educational spaces (e.g., playgrounds, classrooms, wellness centers). To do so, this dissertation explores the affective dimensions or social function of emotions among Black students ages 4 to 10 within educational spaces- that is, how emotions shape their social interactions and how social interactions shape their emotions. There is limited scholarship on the everyday and multifaceted relationship between emotions and social interactions among Black students in educational spaces (Camangian & Cariaga, 2022; Dumas & Nelson, 2016; Legette, Rogers, & Warren, 2022). A vital component of this study includes deep and rich descriptions of Black students' emotional well-being, which has implications for their mental health by capturing the social function of emotions across educational spaces.By bringing together insights from emotion science with Black placemaking, this dissertation (a) How do emotions shape social interactions, and how do social interactions shape emotions? (b) in what ways are Black students exploring and processing the relationship between their emotions and social interactions, (c) how are emotions moving through and sticking to the everydayness of Black student's social environments (objects, spaces/places, language, tone, memory, body movements, cultures, environments, identity, and events) and construct the ways they build relationships (Ahmed, 2004, 2015; Gregg & Seigworth, 2010), and (d) considers how Black children's emotions can provide crucial insight into promoting and protecting their emotional well-being in educational spaces. This dissertation leverages insights from, responds to limitations of, and builds upon research in psychology, sociology, Black studies, child studies, and education on the topic of emotions. This dissertation utilized three qualitative methods-participant observations, semi-structured, in-depth, and open-ended interviews, and sociological video analysis. Findings shed new light on how emotions play a central role in the processes and factors that (re)produce and reduce inequality in the emotional everyday lives of Black students in educational settings, ultimately shaping their emotional well-being and mental health. Findings also articulate the multidimensionality of emotions, which contribute to the crucial and urgent work to improve the mental health and well-being of Black students. The study results have critical implications for understanding and supporting Black students' healthy social and emotional development in education spaces.
- 일반주제명
- Psychology
- 일반주제명
- Sociology
- 일반주제명
- Education
- 일반주제명
- Mental health
- 키워드
- Black students
- 키워드
- Social learning
- 기타저자
- University of California, Berkeley Social Welfare
- 기본자료저록
- Dissertations Abstracts International. 86-03B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152649
■006m o d
■007cr#unu||||||||
■020 ▼a9798384454922
■035 ▼a(MiAaPQ)AAI31486416
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aHill, Demond.
■24510▼aEmotions at Play: A Critical Exploration into the Everyday Social and Emotional Lives of Elementary Aged Black Students
■260 ▼a[Sl]▼bUniversity of California, Berkeley▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a165 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: B.
■500 ▼aAdvisor: Stone, Susan I.;Baldridge, Bianca J.
■5021 ▼aThesis (Ph.D.)--University of California, Berkeley, 2024.
■520 ▼aDrawing on an integrative framework of emotions, my dissertation grapples with the social and emotional development-specifically well-being-of Black children amid anti-Black violence within educational spaces (e.g., playgrounds, classrooms, wellness centers). To do so, this dissertation explores the affective dimensions or social function of emotions among Black students ages 4 to 10 within educational spaces- that is, how emotions shape their social interactions and how social interactions shape their emotions. There is limited scholarship on the everyday and multifaceted relationship between emotions and social interactions among Black students in educational spaces (Camangian & Cariaga, 2022; Dumas & Nelson, 2016; Legette, Rogers, & Warren, 2022). A vital component of this study includes deep and rich descriptions of Black students' emotional well-being, which has implications for their mental health by capturing the social function of emotions across educational spaces.By bringing together insights from emotion science with Black placemaking, this dissertation (a) How do emotions shape social interactions, and how do social interactions shape emotions? (b) in what ways are Black students exploring and processing the relationship between their emotions and social interactions, (c) how are emotions moving through and sticking to the everydayness of Black student's social environments (objects, spaces/places, language, tone, memory, body movements, cultures, environments, identity, and events) and construct the ways they build relationships (Ahmed, 2004, 2015; Gregg & Seigworth, 2010), and (d) considers how Black children's emotions can provide crucial insight into promoting and protecting their emotional well-being in educational spaces. This dissertation leverages insights from, responds to limitations of, and builds upon research in psychology, sociology, Black studies, child studies, and education on the topic of emotions. This dissertation utilized three qualitative methods-participant observations, semi-structured, in-depth, and open-ended interviews, and sociological video analysis. Findings shed new light on how emotions play a central role in the processes and factors that (re)produce and reduce inequality in the emotional everyday lives of Black students in educational settings, ultimately shaping their emotional well-being and mental health. Findings also articulate the multidimensionality of emotions, which contribute to the crucial and urgent work to improve the mental health and well-being of Black students. The study results have critical implications for understanding and supporting Black students' healthy social and emotional development in education spaces.
■590 ▼aSchool code: 0028.
■650 4▼aPsychology
■650 4▼aSociology
■650 4▼aEducation
■650 4▼aMental health
■653 ▼aBlack students
■653 ▼aEmotional well-being
■653 ▼aQualitative research
■653 ▼aEmotional learning
■653 ▼aSocial learning
■690 ▼a0621
■690 ▼a0626
■690 ▼a0515
■690 ▼a0347
■71020▼aUniversity of California, Berkeley▼bSocial Welfare.
■7730 ▼tDissertations Abstracts International▼g86-03B.
■790 ▼a0028
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163290▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
