Measuring Change in Identity and Understanding of Social Justice: A Longitudinal Look

• In Event: Catholic Institutional Responses to Mission, Standards, and Contexts

Abstract

The University of San Francisco's Engage San Francisco partnered with a Western Addition public school and designed a literacy program to reach K-5 students. The school’s principal, literacy coach, and Engage San Francisco identified community-based needs and implemented the literacy program. During the program, 5 college students participated in an internship working 6-12 hours per week in a public elementary school and participating in a 1-credit college course. Survey research was chosen to collect qualitative data on college student understanding of social justice and on self-concept. Findings suggest a change in intern understanding of what it means to participate in social justice and a change in intern self-concept and how they describe their role in the classroom and program.

Authors

• Mary Murray Autry, PhD, University of San Francisco

• Karin M Cotterman, University of San Francisco

• Jennifer A. Quynn, University of California - Davis