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Toward a theory of social justice pr...

English, Lisa R.

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Toward a theory of social justice practice for higher education administrators.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Toward a theory of social justice practice for higher education administrators./
Author:	English, Lisa R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	113 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
Contained By:	Dissertation Abstracts International78-03A(E).
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10172534
ISBN:	9781369272918

Toward a theory of social justice practice for higher education administrators.
English, Lisa R.

Toward a theory of social justice practice for higher education administrators. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 113 p.

Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.

Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2016.

Social justice is a significant core value in higher education and foundational to practices designed to remove barriers to collegiate study and prepare students to function in a more diverse society. Higher education administrators are responsible for facilitating democratic access to education, yet the implementation of social justice practice to provide this opportunity of knowledge is traditionally left to the idiosyncratic experience of individuals. University mission statements often present social justice aspirations in theoretical terms (Hytten & Bettez, 2011), which make consistent implementation of social justice practices problematic without a research-based model of best practices. Existing research on social justice in the higher education realm focuses primarily on K-12 teacher development programs (Bondy, Hambacher, Murphy, Wolkenhauser & Krell, 2015) and no research results are posted in the What Works Clearing House (Institute of Education Sciences, 2015) to address social justice practice within post-secondary education. This qualitative study collected data to provide a knowledge base for higher education administrators of how social justice practice was interpreted and executed in various university settings. The purpose of this study is to inform the development of a holistic model of practice standards necessary to meet the present-day demands (Northern State memo, 2015) of administrators charged with delivering a university's social justice mission.

ISBN: 9781369272918Subjects--Topical Terms:

2122863
Higher education administration.

Toward a theory of social justice practice for higher education administrators.
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520 $a Social justice is a significant core value in higher education and foundational to practices designed to remove barriers to collegiate study and prepare students to function in a more diverse society. Higher education administrators are responsible for facilitating democratic access to education, yet the implementation of social justice practice to provide this opportunity of knowledge is traditionally left to the idiosyncratic experience of individuals. University mission statements often present social justice aspirations in theoretical terms (Hytten & Bettez, 2011), which make consistent implementation of social justice practices problematic without a research-based model of best practices. Existing research on social justice in the higher education realm focuses primarily on K-12 teacher development programs (Bondy, Hambacher, Murphy, Wolkenhauser & Krell, 2015) and no research results are posted in the What Works Clearing House (Institute of Education Sciences, 2015) to address social justice practice within post-secondary education. This qualitative study collected data to provide a knowledge base for higher education administrators of how social justice practice was interpreted and executed in various university settings. The purpose of this study is to inform the development of a holistic model of practice standards necessary to meet the present-day demands (Northern State memo, 2015) of administrators charged with delivering a university's social justice mission.
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