An exploratory study of social justice education in residence life

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Krista L. Prince (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Kathryn Hytten

Abstract: In this dissertation, I explored how residence life professionals are teaching social justice. Using critically informed qualitative methods, I conducted semi-structured interviews with 10 student affairs professionals who are responsible for ongoing social justice-oriented initiatives in residence life. I also analyzed documents associated with these initiatives. Initiatives included living and learning communities, resident advisor courses, workshops for residents, and peer education programs. I found that personal experiences, professional preparation and development, and academic resources informed the design of these initiatives; while institutional factors, stakeholders, and human resources influenced design. The seven key behaviors for delivering these initiatives were largely consistent with critical pedagogy, even as participants did not systematically draw upon this theory, or specific other theories. While there is much to praise about the work being done, there is a need to enhance training for professional staff facilitators, incorporate assessment of the impact these initiatives are having, and reconceive the competency and value of inclusion.

Additional Information

Language: English
Date: 2019
Education, Justice, Life, Residence, Social
Social justice $x Study and teaching (Higher)
Social justice and education
Student affairs administrators
College student development programs
Student housing

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