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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Toward a theory of social justice practice for higher education administrators./
Author:	English, Lisa R.
Description:	1 online resource (113 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
Subject:	Higher education administration. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (113 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369272918Subjects--Topical Terms:

1148709
Higher education administration.
Index Terms--Genre/Form:

554714
Electronic books.

Toward a theory of social justice practice for higher education administrators.
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245 1 0 $a Toward a theory of social justice practice for higher education administrators.
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500 $a Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
500 $a Adviser: James M. Giarelli.
502 $a Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2016.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Higher education administration. $3 1148709
650 4 $a Higher education. $3 1148448
655 7 $a Electronic books. $2 local $3 554714
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