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University of Massachusetts
College of Education
Graduate School


Contact Information:

159 Hills South
University of Massachusetts
Amherst, MA 01003

Student Development Department Office:
413-545-2231, 413-545-3610

Ximena Zúñiga, Concentration Chair



College of Education
Department of Student Development (SD)
Social Justice Education Concentration

The Social Justice Education Faculty

The core faculty for the Social Justice Education Masters, Doctoral and Education Specialist programs are Drs. Ximena Zúñiga (Concentration Coordinator), Korina Jocson, and Antonio Nieves Martinez. Drs. Bailey W. Jackson and Maurianne Adams have retired and continue to teach and advise on occasion. Drs. Katja D’Errico Hahn and Tom Schiff are adjunct graduate faculty with SJE. The SJE doctoral faculty includes faculty from the Professional School Counselor Program: Drs. Rich Lapan and Carey Dimmitt.

  • Professor Ximena Zúñiga Concentration Coordinator (Ph.D.) is a national leader of diversity education and critical approaches to dialogue across differences in higher education. Dr. Zúñiga's background is in critical philosophy and critical pedagogy, participatory education, and action research. Her initial work was in literacy work and popular education in non-formal adult education programs in her native Chile. Before joining the faculty at the University of Massachusetts, Amherst, Dr. Zúñiga directed the Program on Intergroup Relations and Conflict at the University of Michigan where she participated in developing the critical-dialogic intergroup dialogue educational model in higher education. Her current activities include social justice education work in schools and higher education in Chile and India. She is co-editor of Multicultural Teaching in the University (Praeger, 1993) and Readings for Diversity and Social Justice (Routledge, 2001; 2010; 2013) and co-author of Intergroup dialogue in higher education: Meaningful learning about social justice (2007), Dialogues across Differences (Russell Sage, 2013) and Engaging Identity, Difference and Social Justice (Routledge, 2014). She recently co-edited a special issue for the Journal of Equity and Excellence in Education on intergroup dialogues in k-12, higher education and communities (February 2012) Recent articles and book chapters address racism, immigration & globalization issues in anti-racist education, diversity and social justice education in higher education, and theory, practice, evaluation of intergroup dialogue in higher education. She teaches foundations courses in social justice education, theory, practice and research on intergroup dialogue in K-12 schools, colleges and universities, and communities, and a multi-section intergroup dialogue undergraduate course: http://people.umass.edu/educ202-xzuniga/index.html

  • Korina Jocson, Assistant Professor (Ph.D.) is a cross-disciplinary scholar in social justice education. She teaches foundations and special topics courses with an emphasis on youth-based settings. Central to her work are arts-informed sociocultural approaches that examine youth literacies and issues of equity, access, and inclusion particularly among historically marginalized youth. Recent studies have focused on the intersection of literary and media arts, information and communication technologies, and school-community connections as a way to understand (and further enable) culturally responsive pedagogies across educational settings. Jocson primarily draws on qualitative design-based inquiry within urban education. For over a decade, Jocson has collaborated with educators and cultural workers in support of youth's academic, career, and life trajectories. She is the author of Youth Poets: Empowering Literacies In and Out of Schools (Peter Lang, 2008) and editor of Cultural Transformations: Youth and Pedagogies of Possibility (Harvard Education Press, 2013). Currently, she is completing a book manuscript on youth media to be published by University of Minnesota Press. Other publications have appeared (or will appear) in scholarly journals such as Curriculum Inquiry, Teachers College Record, Daedalus, Pedagogies, and Urban Review, as well as included in a number of edited books. She is an active member of the American Educational Research Association and serves on the Affirmative Action Council (Division G: Social Contexts of Education).

  • Antonio Nieves Martinez, Assistant Professor (Ph.D.) has taught undergraduate and graduate courses in cultural studies, community organizing, and social justice education. His research interests include addressing issues of equity and access in urban contexts for youth of color, creating teacher-led spaces for learning, critical pedagogy, and youth participatory action research. Driven by these interests, Antonio's research draws on cultural studies to examine how teachers create, implement, evaluate, and transform spaces for teacher learning as they develop classroom practices that meet the needs of students who historically underperform in schools. Toward this end, both his research and community work challenge dominant paradigms that reify unequal outcomes for minoritized communities and continuously explores how teachers and teacher educators can create learning spaces that develop humanizing, critical, and community responsive pedagogies. He is co-author of a forthcoming article in Reading and Writing Quarterly, a forthcoming book chapter examining decolonizing pedagogies, and other publications.

  • Katja Hahn d'Errico, Adjunct Faculty Member (Ed.D.) is a retired administrator with 19 years of experience teaching collective and cooperative business practices to undergraduate students. In addition to serving as an adjunct faculty member with SJE, Dr. Hahn d'Errico is currently on faculty with Commonwealth College, where she focuses on undergraduate service learning. She has taught EDUC 691E Social Justice Issues in Education and offers a 1 credit seminar (692Q) in which students explore theory and connections between social justice work, religion and spirituality in an experiental setting. She co-authored two chapters in Teaching for Diversity and Social Justice (2007) and contributed a chapter in Transforming Campus Life. (2001)


  • Professor Richard Lapan (Ph.D.) is a Professor, Counselor Educator, and Psychologist committed to transforming the profession of school counseling from an ancillary support service to a comprehensive program central to the academic, personal development, and social justice/diversity mission of every school. The effectiveness of these efforts was recognized in 2006 when Dr. Lapan won the prestigious Counselor Educator of the Year award from the American School Counselor Association. Dr. Lapan has had extensive experience providing counseling services (career, family, individual, group, and residential) to children, adolescents, and adults. From 1975 until 1980, he worked as a Master’s-level counselor providing counseling, educational, and residential treatment services for urban, suburban, and rural adolescents. He has worked in several school settings and psychiatric hospitals. Dr. Lapan has published numerous empirical studies, 3 books on a wide range of topics related to positive youth development (from the process of compromise adolescents engage in when orienting themselves towards possible futures to the entry of women into non-traditional science-related careers), and has received two national awards in recognition of his work. His work has consistently emphasized expanding meaningful and satisfying educational and career opportunities for all young people.

  • Professor Carey Dimmitt (Ph.D.) is Coordinator of the School Counseling Concentration in the School of Education and the Associate Director of the Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE, at www.cscor.org), which provides national leadership in the development of the research base that is necessary for effective practice. Dr. Dimmitt’s scholarship focuses on the identification and use of evidence-based practices in school counseling, curriculum development, and metacognitive interventions for learning and mental health. She also collaborates with Dr. Zuniga on research in Intergroup Dialogue. Prior to UMass Amherst, Dr. Dimmitt spent 10 years working with young people and their families in schools, community clinics, and private practice. She is the author, with Jay Carey and Trish Hatch, of Evidence-Based School Counseling Practice: Making a Difference with Data-Driven Practices (Corwin Press, 2007), and the author, with Arthur Jongsma and Sarah Knapp, of The School Counseling and School Social Work Treatment Planner (Wiley, 2012).


  • Professor Emerita, Maurianne Adams (Ph.D.) is co-editor/chapter author of Teaching for diversity and social justice (2nd edition, 2007) and the companion volume of readings Readings for diversity and social justice (3rd edition, 2013). She co-edited Strangers and neighbors: Relations between Blacks and Jews in the United States (1999) and edited Promoting Diversity in the College Classroom (1992). She has authored encyclopedia and handbook segments on social justice and social justice education, and book chapters and articles on social justice pedagogy, inclusive teaching, religious oppression, antisemitism, and classism. She regularly presents on topics related to social justice and diversity faculty leadership and student development, and consults on social justice programming. She maintains an on-campus presence chairing the Faculty Senate’s General Education Council, with the recent development of a campus-wide Integrative Experience requirement. Her current research focuses on social justice instructional outcomes, and on the histories of religious oppressions. Adams is editor for the education journal Equity & Excellence in Education.

  • Professor Emerita, Pat Griffin, (Ed.D.) is internationally known for her ground-breaking work on lesbians and sport. Her Strong Women, Deep Closets (1998) was acclaimed by reviewers, her work on SJE and sports is frequently cited, and she is active as an expert consultant to sports teams and college campuses. She is coeditor of the SJE Sourcebook (Teaching for Diversity and Social Justice) noted above, and contributed five of its chapters. She has been editor for numerous journal special issues on GLBT issues in schools and in sports, published extensively on GLBT and sports, developed educational materials for college and high school athletic programs and educational TV, and researched Safe Schools programs in Massachusetts on funding from the Ford Foundation and other grants. She brings strong qualitative research theories, methods and skills to SJE, along with her leadership in gender and in GLBTQ studies at the K-12 level as well as in higher education. Pat retired in December 2003 but continues to teach a graduate seminar once a year for the SJE concentration.

  • Professor Emeritus Bailey Jackson (Ed.D.) has a national reputation for his models of Black Identity Development and Multicultural Organizational Development. Dr. Jackson brings to SJE his years of experience with National Training Laboratories and with experiential education, and his background in human relations, education, and psychological education. He is nationally known for his writing and consulting on multicultural organizational behavior and racial identity development theory. Dr. Jackson attracted a group of faculty and doctoral students with whom he created the Social Issues Training Program (1970’s and 80’s) and was the prime mover in establishing the graduate SJE concentrations (1991 to present). He conducts many consultancies for schools, school systems and college campuses on issues of diversity and multicultural organization development. He was Associate Dean (1987-90), Director of Teacher Education (1988-89) and then Dean (1990-2001) of Education at UMA, and has built powerful collaborative networks with stakeholders in educational change in the Commonwealth. He is co-editor of New Perspectives on Racial Identity Development (NYU Press, 2001 and 2012), and PI for a major Title II grant brining together seven higher education campuses, three large urban school districts, and 22 school-campus collaborations to improve teacher education programs to enhance student achievement in urban schools in Massachusetts.

  • Associate Professor Emerita, Barbara Love (Ed.D.),herself a former teacher with an academic background in History and Political Science, has worked closely with schools and school systems throughout the U.S. and abroad. Her education background includes teacher education and staff development, curriculum development, and multicultural organizational development. She consults internationally on empowerment of women, especially women of color; has published widely on issues such as internalized racism, self-knowledge for social justice educators, building alliances for change, and black identity development; and is greatly sought after as a keynote speaker for NGO Forums and leadership conferences dealing with multicultural organizational development and social change.

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