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Racial bias in teachers' perceptions of Black and White students' academic abilities and classroom behavior perpetuates racialized opportunity gaps in access to education. Teachers have a particularly important role in reducing racialized opportunity gaps and can do so through transformative social-emotional learning (TSEL). We suggest that teachers' TSEL training should begin with racism consciousness embedded within their self-awareness and social awareness. These, in turn, will impact their other TSEL competencies in racially informed ways, thus reducing opportunity gaps between White and Black youth. We provide theoretical and empirical support about the ways in which racism consciousness can be embedded within the 5 socio-emotional competencies. We share recommendations for practitioners, policymakers, and researchers on ways to increase awareness and apply teachers' TSEL to reduce opportunity gaps. [ABSTRACT FROM AUTHOR]

The authors present a systematic review of elementary school universal school-based (USB) social and emotional learning (SEL) interventions from 2008 through 2020 for two groups of minoritized students in education research and practice: students with disabilities and/or minoritized racial identities. Completed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards, in this review the authors identified 269 studies for inclusion, which reflected 107 USB SEL interventions. Eleven studies explicitly excluded students with disabilities. Studies varied widely in how disability and racial identity were categorized within and across studies and provided limited evidence of effectiveness through the use of subgroup analyses to support meaningful assessment of how students with disabilities and racially minoritized elementary school age students are benefiting from USB SEL interventions. The authors discuss the limitations of findings, education research best practices, and the minimum reporting standards necessary to ensure ability and racially minoritized youth representation in future USB SEL research. [ABSTRACT FROM AUTHOR]

Neogene deposits of the lower Colorado River valley, especially the Miocene(?) and early Pliocene Bouse Formation, have been the focus of intense debate regarding the early paleoenvironmental history of this important continental-scale river system in southwestern North America and its integration with the proto-Gulf of California. Fine-grained units within these Neogene deposits also hold a promising archive of Pliocene paleoclimate history for this part of the world. Because the depocenter deposits of the Bouse Formation and the deposits that overlie and underlie it are poorly exposed and highly weathered, the formation is ripe for study through collection of drill cores. A workshop was held 28 February–3 March 2019 in Parker, AZ, USA, to discuss how scientific drilling might be employed to help resolve the Bouse controversies and improve our understanding of paleoclimate history in the region. [ABSTRACT FROM AUTHOR]