Social justice development: creating social change agents in academic systems

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Janell Ellis Rouse (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Leila Villaverde

Abstract: The purpose of this dissertation is to use critical and transformative research to engage academic advisors in developing the social, cultural, and political habits of mind, understanding, knowledge and skills necessary to enact social justice leadership in academic systems and higher education. This research posits that a contemporary approach to academic advising is necessary to meet the diverse sociocultural and sociopolitical needs of today's learners. Today's colleges and universities need academic advisors who encompass a unique set of critical competencies necessary to support and promote equity and equality, and contribute to the holistic success and achievement of college students. At the center of the dissertation project lies a social justice development model, designed to represent the logical sequence of stages/phases an advisor may undergo to develop the necessary social justice competencies and habits of mind to engage in social justice leadership. Critical theoretical constructs such as critical feminism, critical race theory, constructivism, critical pedagogy, post-womanist pedagogy and transformative curriculum leadership are used to develop the model. Additionally, a diversity education curriculum is included to engage academic systems and academic/student affairs practitioners in a professional development workshop/training experience.

Additional Information

Language: English
Date: 2011
Cultural Studies, Diversity Education, Higher Education Administration, Higher Education, Social Justice Education, Student Affairs
Social justice $x Study and teaching $z United States
Counseling in higher education $z United States
Multicultural education

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