NIYA AND THE CLUBHOUSE CREW: AN UJIMA-CENTERED APPROACH TO SEL FOR BLACK GIRLS

This dissertation of practice examined the implementation of culturally responsive social-emotional learning (SEL) tools designed specifically for young Black girls in third and fourth grade. The study addressed a critical gap in current SEL practices by investigating how school leadership and educators integrate culturally specific programming that addresses the unique intersectional experiences of Black girls. Grounded in critical race feminism, culturally relevant pedagogy, and phenomenological variant of ecological systems theory, the research explored the effectiveness of the Niya and the Clubhouse Crew tool through an Ujima-centered approach. The qualitative study was conducted at the Center for All, Inc., a private elementary school in Columbia, South Carolina, engaging nine Black girls in Grades 3 and 4. Data collection methods included semi structured interviews, focus group discussions, participant journals, confessional art, classroom observations, and parent questionnaires over a 9-week period. The study employed thematic analysis with a three-phase implementation framework of planning, implementation, and evaluation. Findings revealed that the Ujima-centered design significantly enhanced participants’ self-awareness, competence, and confidence. Three key themes emerged: Positive Reinforcement, Emotional Intelligence, and Collaboration. The intervention demonstrated success in fostering cultural pride, peer support, and emotional expression among participants. The principal’s active engagement proved crucial for institutional adoption and program sustainability. The study contributes to educational practice by providing a model for implementing culturally responsive SEL tools in elementary settings. Although limited by sample size and duration, the findings suggest promising directions for addressing the social- emotional needs of young Black girls through culturally affirming approaches.