Foundational Core Courses: 15 credits in SJE content and research
|EDUC 624||Contemporary and Historical Constructions of SJE||3|
|EDUC 648||Historical and Pedagogical Foundations of SJE||3|
|EDUC 797C||Alternative Paradigms: Critical Research in Education||3|
|EDUC 893C||SJE Doctoral Proseminar (must be taken each year the first two years)||3|
Theory Courses: 6 credits required towards specialization
|ANTHRO 597CR||Critical Race Theory||3|
|EDUC 601||College Student Development Theory||3|
|EDUC 622||Theories of Educational Equity||3|
|EDUC 626||Social Theories in Education||3|
|EDUC 692K||Foundations & Theories of Learning||3|
|EDUC 692SS||Critical Theories in Social Justice Education||3|
|HUMDEV 660||Theories of Human Development||3|
|PSYCH 891A||Prejudice, Stereotyping, and Social Identity||3|
|WGSS 791B||Feminist Theory||3|
Research Methods: Minimum of 4 courses required (2 must be quantitative)
|EDUC 555||Introduction to Statistics and Computer Analysis I||3|
|EDUC 619||Introduction to Qualitative Research||3|
|EDUC 652||Mixed Methods Research||3|
|EDUC 656||Introduction to Statistics and Computer Analysis II||3|
|EDUC 661||Quantitative Research Methods||3|
|EDUC 671||Survey Research Methods||3|
|EDUC 718||Action Research in Schools||3|
|EDUC 771||Applied Multivariate Statistics I||3|
|EDUC 772||Applied Multivariate Statistics II||3|
|EDUC 794D||Critical Discourse Analysis||3|
|EDUC 797A||Qualitative Data Analysis||3|
|EDUC 797C||Alternative Paradigms: Critical Research in Education||3|
|EDUC 815||Ethnography (2 semesters)||3|
|EDUC 871||Design and Evaluation of Educational Programs||3|
|EDUC 888||Participatory Action Research Methods||3|
|EDUC 609||Multicultural Group Processes||3|
|EDUC 614||Access & Equity in Higher Education||3|
|EDUC 615E||Race, Class, and Gender in Higher Education||3|
|EDUC 627||Curriculum Design and Facilitation in SJE||3|
|EDUC 646||Leadership for Curriculum and Instruction||3|
|EDUC 691E||Social Justice Issues in Education||3|
|EDUC 697A||Women in Higher Education||3|
|EDUC 717||Research in Higher Education||1 - 3|
|EDUC 722||Research on Teacher Education||3|
|EDUC 746||SJE with Youth||3|
|EDUC 755||Current Methods and Programs in Urban Education||3|
|EDUC 791E||Theory, Practice, and Research on Intergroup Dialogue||3|
|EDUC 791M||SJE Classroom Teaching in Higher Education||3|
|EDUC 797K||SJE with College Students||3|
This course will focus on social justice-oriented research methodologies in support of students as they create and carry out research projects with/for historically marginalized communities. Students will explore various traditions that cohere under the umbrella of critical research to further develop their work. Doctoral students in Social Justice Education and other areas of study that emphasize critical social inquiry are most welcome. Prerequisites: basic experience with qualitative research.
The proposed course is an in-depth survey of major psychological and socio-cultural theories of human learning as they have been developed over the last 125 years. It is designed to provide master degree and first year doctoral students with a broad understanding of the various learning theories currently held by professional educators and educational researchers, as well as an understanding of the historical roots of these theories. Participants will engage in readings, discussions, and individual and group projects in both face-to-face and online learning environments as a means of constructing their knowledge of this area. The course is centered on the explication of two major theories regarding human learning; the information processing theory of cognition and the situated learning theory of cognition.
This course is designed to enhance knowledge about basic social psychological research on intergroup relations, prejudice, stereotyping, and social identity, so that you can work with diverse populations in terms of your research. For the purpose of this course, we will use a broad definition of social groups, although particular attention will be focused on race/ethnicity, gender, sexual orientation, and age. The first part of this course will examine how people's own group membership and the culture in which they live influence their attitudes and behavior toward others who belong to the same group ("ingroup") or to different groups ("outgroups"). The second part of this course will focus on evaluating interventions that may help alleviate interindividual and intergroup conflicts that arise during social interactions among people of differing cultural backgrounds. The final part of this course will focus on the different ways in which cultural stereotypes affect members of disadvantaged groups (e.g., in terms of mental health, physical health, performance, achievement, self-esteem etc.). In this section of the course, we will also pay attention to the different ways in which individuals from various disadvantaged groups protect themselves and show psychological resilience.
Develops a theoretical and skill foundation for working with diverse groups in educational and work settings. Explores theories of intergroup relations, group development, and leadership that facilitate understanding of intergroup biases and conflict, multicultural dynamics in diverse groups, and conflict and cooperation in group life.
Examines and applies theories and methods of instructional design, classroom teaching, and reflective practice in social justice education in K-16 settings. Explores critical issues in teaching and learning about diversity and social justice issues.
Introductory vocabulary and definitions, descriptions of the dynamics of oppression at the individual, institutional, and cultural levels. Focus on developing personal awareness of social group memberships in relationship to two specific forms of oppression. Introduction to selected literature on two specific forms of oppression.
This course focuses on the integration of SJE as pedagogy and SJE as content to promote youth engagement and transformative education across learning environments. Its purpose is to help students develop a combination of historical, theoretical, conceptual, scientific, and pedagogical foundation for SJE in youth-based settings such as schools and community based organizations.
The Social Justice Education admissions committee wants to know about your interest in social justice education and to understand how your prior personal, educational, and professional experiences have prepared you for graduate work in social justice education. Please be succinct yet specific about your interest in social justice education and the ways in which SJE can support your future plans and professional goals. Your personal statement will doubly serve as a writing sample (no more than 3 pages).
Applications are due by January 2. Decisions will be made in March/April for admissions the following September. There are no mid-year admissions.
Applicants are expected to show evidence of applied social justice experience, at least one semester of which is supervised. Examples might include classroom teaching, peer education programs, mediation teams, residence assistants, or community outreach programs. Applicants may also have certification in teaching, school counseling, and special education or school administration. Evidence of at least one full year's work experience in a social justice-related area beyond the bachelor's degree is strongly preferred.
- Online Application
- Personal statement
- Official transcripts
- Full résumé/CV
- 3 letters of recommendation (at least one faculty member)
Master’s applicants: Be sure your application indicates your preference to focus on K-12 education/youth based settings or higher education.
Doctoral applicants: Be sure your personal statement describes your particular interests in conducting research and direct alignment with faculty research interests. You are also expected to include a sample of your academic writing (i.e., published or unpublished article, chapter from a master's thesis, paper written for a graduate level class).
For more information, please contact Judy Pierce at firstname.lastname@example.org or (413) 545-3610.