Teaching Social Justice and Diversity in Higher Education: A Document Analysis of Syllabi

• In Event: 29.045 - Teaching and Learning for Social Justice

Abstract

This study is a preliminary examination of syllabi of social justice and diversity courses in higher education and student affairs (HESA) graduate programs in the U.S. Through a qualitative document analysis and utilizing typologies in multicultural education, this paper focuses on what these syllabi tell us about how diversity and social justice is framed and taught to current and future HESA professionals and scholars. The study also highlights the need for further examination and the emergence of a new HESA-based multicultural education typology.

Author

• T.J. Jourian, Loyola University Chicago