Higher Education Student Affairs Graduate Programs Role in Preparing New Professionals to Engage in Social Justice Work: A Case Study
Abstract
Higher Education/Student Affairs (HESA) graduate programs are responsible for developing and preparing future student affairs professionals. Although HESA programs often express a commitment to social justice and inclusion, there is a lack of literature assessing the success of these programs. While many program websites and mission statements include social justice and inclusion language, little existing research explores how HESA programs introduce these concepts into their curriculum. The lack of research into this aspect of HESA graduate programs makes it challenging to determine their effectiveness in preparing student affairs professionals for social justice work in roles as full-time practitioners.
The purpose of this study is to understand how a HESA graduate program prepares new student affairs professionals to engage in social justice work. This preparation includes teaching, advising, curricular offerings, professional development, and curriculum development. This study utilized a case study approach to explore the curriculum, professional, learning, and teaching experiences of current students, recent alumni, faculty, and graduate student supervisors associated with one HESA graduate program.
Findings from this study suggest that HESA programs play a role in developing graduate students’ multicultural competence. Through academic and practical experiences, graduate students gained knowledge, skills, and direct experience with social justice and inclusion topics. Many of these direct experiences contributed to their preparedness to navigate social justice and inclusion work in their full-time roles in the field. While most components of the program contributed to their development, some experiences, such as cohort dynamics, hindered development. Entry-level participants identified both success and challenges they encountered engaging in social justice and inclusion work in their roles, leaving opportunity to further prepare students during their time in HESA programs. This study suggests the use of the Stages of Change Model as a theoretical framework to further develop HESA graduate students toward actionable change aimed at creating a generation of multiculturally competent student affairs professionals.
Description
Keywords
Higher Education Student Affairs Graduate Programs, Social Justice and Inclusion Education