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Experiencing a Safe Classroom: A Critical Phenomenological Study of Graduate Teaching Assistants in Counselor Education who Teach Diversity and Social Justice Courses

Type of degree.

Special Education, Rehabilitation, Counseling

The classroom is a gathering of individuals with diverse backgrounds and perspectives. When course content focuses on diversity and social justice content, discussions can invite dialogue with the potential to damage perceptions of psychological safety in the classroom. As Counselor Education programs continue to emphasize diversity, equity, and inclusion educators must navigate critical dialogue and ensure classroom safety. This research sought to understand the experiences of GTAs (graduate teaching assistants) in Counselor Education who created safe classroom environments while teaching content focused on diversity and social justice. Using a critical phenomenological framework of qualitative inquiry, the research found that GTAs felt confident to create safe classrooms when they received sufficient training and support for teaching diversity and social justice content. When GTAs felt confident to create safe classrooms they acted as involved instructors that practiced self-awareness, maintained boundaries around classroom discussions, and navigated nuanced moments of conflict. GTAs reported using self-disclosure of personal experiences as a tool for creating feelings of classroom safety and using classroom discussions as a measurement for cohesion and learning. Special attention should be paid to support GTAs who hold marginalized identities and who may experience microaggressions while teaching. Findings from this research may be used to inform how doctoral students and GTAs in Counselor Education are trained to educate counselors-in-training on diversity and social justice content.

https://etd.auburn.edu//handle/10415/9270

Social Justice

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Social justice and inclusion as competency: a content analysis of syllabi in student affairs master’s programs.

Karla Iveliz Perez-Velez , University of Northern Colorado

First Advisor

Yakaboski, Tamara

College of Education and Behavioral Sciences, Leadership Policy and Development: Higher Education and P-12 Education, LPD Student Work

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Dissertation

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This dissertation seeks to explore and discovers how the social justice and inclusion competency set forth by American College Personnel Association (ACPA) and National Association of Student Personnel Administrators (NASPA) in 2015 is achieved in student affairs master’s programs. The idea of an individual being able to achieve competency in social justice and inclusion is problematized. A competency-based approach sets up social justice and inclusion as an attainable skill set instead of an ongoing and lifelong approach of challenge injustice with and for minoritized communities. The literature review provides an overview of the development of student affairs. The overview of the evolution of student affairs is discussed beginning in the idealist years, through the diversification and shifting idealism years, to realism and the seed years of student affairs, followed by pragmatist thought and student development, to the continuation of pragmatism to present day. A pragmatist and postmodern perspective with a content analysis method is used to respond to the research questions. The research questions were, how do master’s level graduate preparation programs in student affairs communicate social justice and inclusion in curriculum and how are the competencies of social justice and inclusion conveyed in required coursework? Through the collection and analysis of 49 syllabi from faculty and program directors across 21 institutions in the U.S. who identified syllabi as having a social justice and inclusion focus, this dissertation analyzed syllabi course titles, learning outcomes, and required coursework/assignments. Using content analysis, the findings represent how course titles communicated the value of social justice and inclusion within master’s programs. The analysis of syllabi learning outcomes reveled four themes including: (a) the top seven, a common set of words found in the analyzed syllabi including and in no particular order, multicultural, diversity, equity, inclusion, culture, role of social justice, and oppression; (b) the development of self, (c) student development, and (d) the development of student affairs and counseling. Using an active learning framework, the analysis of required coursework of the syllabi brought to light two themes, uninvolved and involved, which spoke to how coursework was completed. These findings are significant to the field of student affairs as they provide a snapshot on social justice and inclusion in the classroom. From my findings three key implications were identified, (a) the 49 syllabi represented primarily followed a metanarrative of keeping SJI as a process and a goal grounded in self-awareness; (b) findings represented that course titles did not represent SJI and learning outcomes focused primarily on a grouping of concepts to represent an SJI approach; (c) assignments did not have an emphasis on experience. This dissertation concludes with recommendations for graduate students, student affairs professions (both faculty and staff), and the field of student affairs to move away from a competency approach of social justice and inclusion towards an approach of social justice and inclusion as a process, goal, vision and, education as analysis and action.

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PxE9rezVxE9lez_unco_0161D_10753.pdf

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Perez-Velez, Karla Iveliz, "Social Justice and Inclusion as Competency: a Content Analysis of Syllabi in Student Affairs Master’s Programs" (2019). Dissertations . 593. https://digscholarship.unco.edu/dissertations/593

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The Psychology of Social Justice in Political Thought and Action

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• Tobias Rothmund 3 ,
• Julia C. Becker 4 &
• John T. Jost 5  

5882 Accesses

16 Citations

Psychological research at the intersection of social justice and political behavior is part of the vibrant, growing field of political psychology. The present chapter addresses this research and focuses especially on justice-related thoughts, feelings, and actions of political laypersons. We highlight three lines of research that link laypersons’ evaluations of distributive and procedural injustice with political attitudes and behavior. First, political science and psychology provide evidence that beliefs about social justice reflect key elements in political ideologies. For example, conservatives (a) are less likely to prioritize issues of fairness and social justice when making moral judgments, (b) are more likely to evaluate distributive justice in terms of principles of merit than equality, and (c) more readily interpret requests for public support on behalf of disadvantaged groups as undeserved, in comparison to liberals. These findings are discussed in regard to psychological theories linking political ideology with motivated social cognition. Second, we outline how perceived procedural justice and perceived political legitimacy are related and mutually affect each other. The more political authorities are seen as reigning in line with criteria of procedural justice, the more they are perceived as trustworthy, legitimate, and entitled to lead. Third, we outline how justice perceptions relate to protest intentions and behavior. Whereas perceived social injustice provides a strong motivation to participate in political protest, we also address the question of why people frequently fail to protest against sources of disadvantage and deprivation. In the final part of the chapter, we suggest avenues for future research.

[T]he prevailing belief in ‘social justice’ is at present probably the gravest threat to most other values of a free civilization. — Friedrich August von Hayek If you tremble with indignation at every injustice then you are a comrade of mine. — Ernesto Guevara

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Rothmund, T., Becker, J.C., Jost, J.T. (2016). The Psychology of Social Justice in Political Thought and Action. In: Sabbagh, C., Schmitt, M. (eds) Handbook of Social Justice Theory and Research. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-3216-0_15

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The Utilization of On-Campus Counseling Services by Single Mother Students in Higher Education: A Grounded Theory Research on  Wednesday, May 8, at  3 p.m. – 4:30 p.m.

The Institute for Women’s Policy Studies (2017, September) reported that only eight percent of single mothers enrolled in higher education completed their studies and graduated with a degree in six years. This may be due to a lack of social support and not using the counseling services for their own well-being. Studies show that behavioral problems may affect college students’ academic success and retention (Svanum & Zody, 2001). Studies demonstrate the challenges and success of single mothers in completing their bachelor’s degree and found that single mothers’ dropout rate is higher in comparison with other students or that they take longer to graduate (Fluellen, 2016; Vyskocil, 2018). Given challenging enrollment and completion rates, additional research is needed to ascertain what single mother students in higher education were reporting on the use of on-campus counseling services. 

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Courses from many departments are available to International Studies students. Because some of these courses have prerequisites and not all courses are offered every year, students are advised to carefully plan their program of study in consultation with their faculty advisor, our Peer Advisors , and/or our Director of Undergraduate Studies . 

Course Plans

IS majors and minors should fill out their Course Plans as they enter the program and update them each semester. Bring your Course Plan with you to your advising meetings each semester , and compare it to your official course audit to make sure your classes are properly designated in the UIS registration system. Here are links to the  IS Major Course Plan  form and the  IS Minor Course Plan  form. (These forms must be downloaded and saved to your computer before you fill them out.) 

Pre-approved Courses

See below for a list of pre-approved courses offered in the coming semester  for the IS major and minor. You can also view our central list of pre-approved electives , which lists all pre-approved courses but does not indicate whether they are taught in a given semester.  (This is most helpful if you want to search or scan by class title or theme; it lists about 300 pre-approved courses and notes the concentrations for which each counts.)

Course Audits

Course Audits are reports from the BC registration system (accessible through the Agora Portal) that chart a student's cumulative progress toward fulfilling graduation requirements. The IS Program's Advising Handbook describes how to read a Course Audit. If a class you've taken (e.g. an elective for an IS major concentration) doesn't appear in the proper part of your Course Audit, fill out a Course Substitution Form to say where it should be placed. Other important forms can be found at the Academic Forms & Diploma Information page at the Office of Student Services. 

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Conflict and Cooperation

Ethics and social justice, global cultures.

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• Senior Seminars and Thesis
• New in 2024-25
• Summer Abroad

International Studies Core courses

Pre-approved courses.

The following Fall 2024 courses are pre-approved for the core requirements of the IS major.

Fall 2024 pre-approved course list IS Core courses are also listed on the "IS Core" tab of the Fall 2024 pre-approved courses shreadsheet.

**All sophomore majors must enroll in one Introduction to International Relations lecture and one discussion section with the corresponding professor. See EagleApps for discussion section times

Where on Earth: Foundations in Global History (INTL 2200)  Professor TBA      Lecture   MW 4:30-5:45

Where on Earth: Foundations in Political Geography and Global Cultures  (INTL 2204)  Prof. Joe Getzoff    INTL 2204.01     Lecture         Tue 1:30-2:45 Prof. Joe Getzoff    INTL 2204.02    Discussion    Wed 9:00-10:15 Prof. Joe Getzoff    INTL 220403    Discussion    Wed 10:30-11:45 Prof. Joe Getzoff    INTL 220404    Discussion    Wed 1:30-2:45 Prof. Joe Getzoff    INTL 220405    Discussion    Wed 3:00-4:15

Principles of Economics (ECON 1101)

There are many sections offered throughout the week. Register for one lecture and one discussion with the same professor. 

Upper-Level Economics Electives The list below only includes ECON2xxx classes. Any ECON elective at/above the 2000 level can fulfill this requirement , but you may need to be an ECON minor or major to take ECON courses at/above the 3000 level

ECON 2201    Microeconomic Theory (Multiple times) ECON 2202    Macroeconomic Theory (Multiple times) ECON2203    Honors Microeconomic Theory ECON2204    Honors Macroeconomic Theory ECON 2207  The Global Economy TuTh 12 ECON 2228  Econometric Methods (Multiple times) ECON 2231    Financial Forecasting - Online Asynchronous ECON 2246   Impact of News on Financial Markets TTh 3-4:15 ECON 2876   Development and Social Justice in Korea TTh 12-1:15 INTL 2xxx     International Economics course TBA from new faculty member. Details by April 7

Notes on ECON electives: You must take (or AP out of)  ECON 1101 before taking an ECON elective, but some ECON 2xxx classes have additional prerequisites (commonly, calculus and/or econ stats); double-check that you meet those requirements. If department permission required, please email the ECON administrator (Ms. Rowley) well in advance of registration. .

Comparative Politics POLI2402    Comparative Revolutions POLI2407    Introduction to South Asian Politics    MW 4:30 POLI2408    Religion-State Relations in the Modern Middle East POLI2410     Latin American Politics POLI2412     Political Parties, Voters and Party Systems in Comparative Perspective POLI2416     Politics of Inequality POLI2440    A Continent on the Move: Immigration in Contemporary Europe TTH 1:30-2:45 POLI2442     African Politics POLI2445      European Political Development

Ethics, Religion & International Politics  ["ERIP"] (INTL 5563) Prof. Erik Owens 

Lecture : [choose one]:   INTL5563.01    Lecture: MW 1:30 - 2:45pm   INTL5563.02   Lecture: MW 3:00 - 4:15pm Discussion :  [choose one]:   03 Discussion: Th 1:00 - 1:50pm (Mcguinn 11)   04 Discussion: Th 2:00 - 2:50pm (Mcguinn 11)   05 Discussion: Th 3:00 - 3:50pm (Gasson 308)   06 Discussion: Th 4:00 - 4:50pm (Gasson 308)

The following courses are pre-approved for the C&C concentration in the IS major and minor. Students may petition the Director of Undergraduate Studies to consider courses that are not on this list toward their elective concentration.

Fall 2024 pre-approved course list

** See the "CC" tab on the linked spreadsheet for specific information about the Conflict & Cooperation concentration.  ** IS minors should also consult the "Minor" tab for a list of Foundation I and Foundation II courses.  

The following courses are pre-approved for the ESJ concentration in the IS major and minor. Students may petition the Director of Undergraduate Studies to consider courses that are not on this list toward their elective concentration.

Fall 2024 pre-approved course list  

** See the "ESJ" tab on the linked spreadsheet for specific information about the Conflict & Cooperation concentration.  ** IS minors should also consult the "Minor" tab for a list of Foundation I and Foundation II courses.  

The following courses are pre-approved for the GC concentration in the IS major and minor.

Please note: Majors and minors who concentrate in Global Cultures should take only those electives that are pre-approved for their cluster  ("Cultures at Work" or "Cultures and Social Movements"). Students can seek approval to count other courses -- including courses from the other cluster -- as electives by sending a course abstract and/or syllabus to the Director of Undergraduate Studies ( Prof. Nakazato ) before the first week of that class (and ideally during registration period).   

** See the "GC-CW" and "GC-SM" tabs on the linked spreadsheet for specific information about the Conflict & Cooperation concentration.  ** IS minors should also consult the "Minor" tab for a list of Foundation I and Foundation II courses.  

Political Economy & Development Studies

The following courses are pre-approved for the PEDS concentration in the IS major and minor. 

Please note: Majors and minors who concentrate in Political Economy and Development Studies can take electives approved for EITHER the PE or DS cluster and count them for their own cluster .  Students can seek approval to count other courses as electives by sending a course abstract and/or syllabus to the Director of Undergraduate Studies ( Prof. Nakazato ) before the first week of that class (and ideally during registration period).

** See the "PEDS" tab on the linked spreadsheet for specific information about the Conflict & Cooperation concentration.  ** IS minors should also consult the "Minor" tab for a list of Foundation I and Foundation II courses.  

Senior Seminars and Thesis Courses

2024-25 academic year, senior thesis.

Senior Thesis writers enroll in INTL4951 (Prof. Hiroshi Nakazato) ** Your first semester of INTL4952 will count as an elective in your concentration ; the second semester will fulfill your senior project requirement.

Senior Seminars:

Environmental History and Environmentally-Just Futures   Prof. Brian Gareau INTL 4941.01 Mondays 3:00 - 5:25pm (Stokes 111S) 

Abstract to come.   

A Cinema of Dissent Prof. Jonathan Kirshner  INTL4941.02 ** Required film screening Wednesdays 7:00-9:30pm (Higgins 300) ** Seminar meets Thursdays 4:30-6:55pm (Stokes 101N)

What is a cinema of dissent? For more than a century now, the movies – principally a form of mass entertainment – have also commonly been vehicles to express critical and even radical opposition to the prevailing practices (and the powers that be) of the day. Raising the stakes in these endeavors, since their inception the movies have been subject to strict and often draconian censorship by dangerous, frightened governments (and abetted by timid studios). Yet throughout history many brilliant films expressing subversive and forbidden ideas have been able to find production, even under the ominous, watchful eyes of brutally repressive dictatorships (and hypocritical censorious democracies). This class looks closely at a number of dissident masterpieces produced under chilling circumstances from around theworld—and the contentious political contexts in which they were crafted.

Spring 2025:

Critical Appropaches to Development  Prof. Joseph Getzoff  INTL4941.01 Thursdays 3:00 - 5:20pm

Development, since World War II, reigns as the mandate for addressing inequality in the Global South. Development’s promise has been to equalize the uneven relations between the former colonized and colonizers. And yet, many post-colonial states face continued poverty, exploitation, and environmental degradation, what some call neo-colonial relations. Students will engage with interdisciplinary scholarship that spans many engagements with development, including Third Worldist critiques, postcolonial theory, environmental issues, the politics of expertise, social justice, biopolitics, and case studies of developmental efforts in the present. Our goal, as a class, will be to reimagine development for the challenges facing not only the Global South, but for the North as well.

  Geopolitics, Religion & Security Prof. Elizabeth Prodromou INTL4941.02 Mondays 1:30-3:50pm 

What is geopolitics? This seminar explores geopolitics as a way of making sense of territorial (classicalgeopolitics) and identity (critical geopolitics) geographies and their implications for politics, in order tounderstand international relations as a geopolitical contest for hegemony waged by state and non-stateactors. The seminar analyzes the significance of religion for defining geographies, for competitivestruggles, and for affecting security. Introducing country, regional, and transregional case studiesprimarily drawn from Eurasia, the seminar uses cross-disciplinary literatures and presentations by guestexperts with diverse professional expertise at the intersections of religion and security in historical andcurrent geopolitics.

New Courses offered in 2024-2025

These courses are new and/or newly approved for the IS major.   

• New courses will be listed here soon.   
• Preparing the Whole Person for Global Citizenship  (FORM 2253) Prof. Erik Owens  ESJ, GC-CW, GC-SM elective credit
• Additional new courses will be listed here soon.

Approved Summer Abroad Courses

Summer 2024 abroad courses taught by is faculty, contentious history and the politics of contemporary korea: decolonization, division, development, and democratization (intl/hist 2856).

Prof. Ingu Hwang June xx-July xx, 2024, based at Sogang University, Seoul, South Korea Approved for CC, GC-SM, PEDS-PE/DS electives; also History elective 

This introductory immersion course surveys the contentious intersection between history and politics in contemporary Korea on the topics of decolonization, division, development, and democratization. In addition to the class discussion, students will be guided to actively participate in the historical and cultural immersion/excursion programs, including the National Museum of Korean Contemporary History, the DMZ tour, and the Kim Dae-jung Presidential Library and Museum. 

Food, Power and Politics   (INTL 2251)

Prof. Hiroshi Nakazato late May - late June, 2024, based at University of Parma, Italy Approved for CC, GC-SM, PEDS-PE/DS electives 

Description TBA

History of the Italian Mediterranean: Una Faccia, Una Razza   (INTL 2251)

Prof.  Elizabeth Shlala Located in Venice, Italy

All Pre-approved Summer Abroad courses

NB: Electives are abbreviated as follows: CC = Conflict & Cooperation; ESJ = Ethics & Social Justice; GC-CW = Global Cultures/Cultuers at Work; GC-SM = Global Cultures/Social Movements; PEDS-DS = Political Economy & Development Studies/Development Studies focus;  PEDS-PE = Political Economy & Development Studies/Political Economy focus

• Art and Patronage in Renaissance and Baroque Rome and Beyond Location: Rome, Italy Professor: Guendalina Serafinelli Approved for: GC-CW
• Borders and Refugees: The Ethics of Migration Location: Athens, Greece Professor: Micah Lott (Philosophy) Approved for: CC, ESJ
• Contentious History and the Politics of Contemporary Korea: Decolonization, Division, Development, and Democratization Location: Seoul, South Korea Professor: Ingu Hwang Approved for: CC, GC-SM, PEDS-PE, PEDS-DS
• The European Union: The Economic Shaping of Europe  (ECON 2110) Location: Lisbon, Portugal Professor: Rui Albuquerque Approved for: 2000-level Econ requirement; PEDS-PE/DS concentration elective  
• Global Health Perspectives Location: Quito, Ecuador Professor: Rosemary Byrne, M.S.N Approved for:  ESJ, PEDS-PE
• History of the Italian Mediterranean: Una Faccia, Una Razza Location: Venice, Italy Professor: Elizabeth Shlala Approved for: GC-CW
• Imagination and Creativity in the Irish Landscape Location: Ballyvaughn, Ireland Professor: Candice Ivy Approved for: GC-CW
• Modernism in Paris Location: Paris, France Professor: Thomas Epstein Approved for: GC-CW
• Principles of Public Health: In the Happiest Place/ Public Health in a Global Society Location: Copenhagen, Denmark Professors: Joyce Edmonds, Summer Hawkins Approved for: ESJ, PEDS-DS
• Provence: Art, Culture, Cinema, Diversity Location: Aix-en-Provence, France Professor: Andréa Javel Approved for: GC-CW
• Saints and Sinners Location: Rome, Italy Professor: Liam Bergin Approved for: GC-CW
• Restorative Justice and Prison Reform in Global Contexts: Australia Location: Sydney, Australia Prof. Julia DeVoy  // July 16 - August 13, 2022 Approved for: ESJ   
• Spanish Art History: from Al-Andalus to Picasso Location: Madrid, Spain Professor: Ana Peláez Approved for: GC-CW
• An Innovative Economy: Smart Cities and the Start-Up Culture in Tel Aviv, Israel Location: Tel Aviv, Italy Professor: Edward Chazen Approved for: GC-CW, PEDS-DS
• The Business, History & Politics of Sport Location: Dublin, Ireland Professor: Michael Cronin Approved for: GC-CW
• The Ethics of Capitalism: Flourishing in a Commercial Society Location: Copenhagen, Denmark Professor: Jeremy Evans Approved for: ESJ, PEDS-PE, PEDS-DS
• The Imaginary City: Why Writers Love Venice Location: Kevin Newmark Professor: Venice, Italy Approved for:  GC-CW
• Which is Better? An Economic Comparison of Health and Health Care in France, the UK and the US Locations: London, UK + Paris, France Professor: Tracy Regan Approved for:  ESJ, PEDS-PE, PEDS-DS

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EDITORIAL: Friedrich Hayek tried to warn us about the 'social justice' left

M ay 8—Today marks the birthday of the great economist Friedrich Hayek. Born on this date in 1899 in Vienna, Hayek devoted his life to economic education. Perhaps his best known work is "The Road to Serfdom," published in 1944.

As well-summarized by Gerald O'Driscoll for the Cato Institute, Hayek's core thesis "is that one intervention inevitably leads to another. The unintended consequences of each market intervention are economic distortions, which generate further interventions to correct them. That interventionist dynamic leads society down the road to serfdom."

Collectivist ideologies, from Nazism to Marxism, will inevitably lead societies down the same doomed road.

In 1976, he devoted a volume of his "Law, Legislation, and Liberty" trilogy to the demented notion of "social justice."

"What we have to deal with in the case of 'social justice' is simply a quasi- religious superstition of the kind which we should respectfully leave in peace so long as it merely makes those happy who hold it, but which we must fight when it becomes the pretext of coercing other men," he wrote. "And the prevailing belief in 'social justice' is at present probably the gravest threat to most other values of a free civilization."

While skeptical that the concept even has a coherent meaning, Hayek understood that commitments to "social justice" ultimately leads those in or seeking power down very dark paths. Individuals are stripped of their dignity and sorted according to the whims of the social justice plan. Market processes are disregarded, and private property something that must be owed to some other at the discretion of the mini-tyrant who thinks they are doing the "just" thing.

"What I hope to have made clear is that the phrase 'social justice' is not, as most people probably feel, an innocent expression of good will towards the less fortunate, but that it has become a dishonest insinuation that one ought to agree to a demand of some special interest which can give no real reason for it," he wrote.

This editorial board honors Friedrich Hayek today because his ideas are as relevant today as ever. With one party far down the social justice road and the other declining into populist mush, we can only remind people that better ideas are out there.

(c)2024 San Gabriel Valley Tribune, West Covina, Calif. Distributed by Tribune Content Agency, LLC.