Social Justice Orientation, Cultural Variables, and Academic Outcomes in Latina/o Students: A Longitudinal Study

2013 ◽  
Author(s):  
Leyla M. Perez-Gualdron
Keyword(s):  
Social Justice ◽  
Longitudinal Study ◽  
Academic Outcomes ◽  
Cultural Variables ◽  
Social Justice Orientation

Marketing Inclusion: A Social Justice Project for Diversity Education

2019 ◽  
Vol 42 (1) ◽  
pp. 59-75 ◽  
Author(s):  
Sonya A. Grier
Keyword(s):  
Social Justice ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Diversity Education ◽  
Pedagogical Issues ◽  
Diversity And Inclusion ◽  
Social Justice Orientation ◽  
Broad Array ◽  
Long Course ◽  
The Impact

Challenges related to marketplace diversity present an opportunity to prepare students to successfully engage with diversity through innovative curricular approaches. The present research develops a semester-long course project designed to enhance students’ awareness and understanding of diversity and inclusion issues from a social justice perspective. We discuss the context of diversity issues in business schools and identify key issues affecting marketing educators. Our review of the pedagogical literature on diversity highlights the importance of a social justice orientation. Social cognitive theory is used as a conceptual framework to guide the design of a problem-based experiential project. We detail project implementation and assess evidence regarding the impact of the project. Findings suggest an experiential, problem-based class project can support students understanding of diversity from a social justice perspective. We discuss the project benefits and challenges and highlight pedagogical issues for educators who want to integrate diversity content into a broad array of marketing courses.

Mechanisms and Consequences of Professional Marginality: The Case of Poverty Lawyers Revisited

2011 ◽  
Vol 36 (04) ◽  
pp. 919-944 ◽  
Author(s):  
Marina Zaloznaya ◽  
Laura Beth Nielsen
Keyword(s):  
Social Justice ◽  
Partial Replication ◽  
Negative Consequences ◽  
Legal Aid ◽  
Material Resources ◽  
Time Poverty ◽  
Social Justice Orientation ◽  
Emotional Detachment ◽  
Reform Litigation ◽  
Over Time

A partial replication of Jack Katz's (1982) Poor People's Lawyers in Transition, this article explores the manifestations and consequences of professional marginality of legal aid lawyers. Based on thirty-five interviews with poverty attorneys and interns in Chicago, the authors show that scarce material resources and unclear expectations continue to give rise to the marginalization of this segment of the legal profession. The authors analyzed ideological, task, status, and material dimensions of attorneys' professional marginality. With no access to reform litigation, central to the legal aid “culture of significance” in the 1970s, present-day poverty lawyers seek new ways to cope with marginality. The authors argue that these lawyers' coping strategies have many negative consequences. Thus, over time, poverty lawyers' deep engagement with clients, ideals of empowerment, and social justice orientation give way to emotional detachment, complacency, and an emphasis on “making do” within the constraints of the system.

Introduction

2017 ◽  
Author(s):  
Tricia Colleen Bruce
Keyword(s):  
Social Justice ◽  
Methodological Approach ◽  
Structural Response ◽  
Organizational Changes ◽  
American Catholicism ◽  
Social Justice Orientation ◽  
Patterns Of Use ◽  
Latin Mass ◽  
Over Time

This chapter introduces the phenomenon of personal parishes in contemporary American Catholicism. Personal parishes organize Catholics on the basis of purpose rather than territory. They cluster local Catholics by ethnicity, liturgical preference (including for the Traditional Latin Mass), social justice orientation, and more. In making room for diverse expressions of Catholicism, personal parishes represent a structural response to heterogeneity from the top. Their patterns of use over time showcase organizational changes to how bishops structure local Catholicism. National parishes were once commonplace; today, a growing number of dioceses introduce personal parishes for new purposes. This chapter previews the remaining content of the book as well as briefly summarizing the mixed methodological approach upon which this research is based.

scholarly journals Accessible Making: Designing Makerspaces for Accessibility

2018 ◽  
Vol 9 (1) ◽  
pp. 114-121 ◽  
Author(s):  
Katherine M. Steele ◽  
Brianna Blaser ◽  
Maya Cakmak
Keyword(s):  
Social Justice ◽  
Similar Process ◽  
Design Activity ◽  
Individuals With Disabilities ◽  
Step Process ◽  
Social Justice Orientation ◽  
Community Access ◽  
General Community

The purpose of makerspaces is to increase access to “making” among the general community. Because of this social justice orientation, it is important to consider how welcoming and accessible makerspaces are to individuals with diverse abilities, including individuals with disabilities. This design brief examines a three-step process used to make a university-based makerspace more accessible and welcoming to individuals with disabilities including a tour, design activity, and brainstorming session. The process helps identify simple changes that were made to the makerspace, as well as increasing student, faculty, and community access. Using a similar process, other makerspaces could improve the accessibility of their spaces, procedures, and tools.

scholarly journals Pre-school hyperactivity/attention problems and educational outcomes in adolescence: prospective longitudinal study

2013 ◽  
Vol 203 (4) ◽  
pp. 265-271 ◽  
Author(s):  
Elizabeth Washbrook ◽  
Carol Propper ◽  
Kapil Sayal
Keyword(s):  
Longitudinal Study ◽  
Conduct Problems ◽  
Academic Outcomes ◽  
Large Scale ◽  
Conduct Problem ◽  
Population Based ◽  
Attention Problems ◽  
Negative Effects ◽  
Prospective Longitudinal Study ◽  
Prospective Longitudinal

BackgroundHigh levels of attentional and hyperactivity problems in school-aged children, even if subthreshold for attention-deficit hyperactivity disorder (ADHD), are associated with academic under-achievement. Few large-scale, community-based studies have investigated the relationship between pre-school and adolescence.AimsTo investigate whether pre-school hyperactivity/inattention and conduct problems are independently associated with academic outcomes at age 16.MethodData from the prospective, population-based Avon Longitudinal Study of Parents and Children (ALSPAC) were used. After adjusting for a broad range of confounder variables, the associations between parent-rated hyperactivity/inattention and conduct problems measured at age 3 and academic outcomes at age 16 (national General Certificate of Secondary Education (GCSE) examination results) were investigated (n = 11640).ResultsBoth early hyperactivity/inattention and conduct problems had negative effects on academic outcomes. In adjusted analyses, abnormal hyperactivity/inattention scores were associated with reductions of ten GCSE points in boys. Borderline and abnormal conduct problem scores were associated with reductions of 9–10 and 12–15 points respectively.ConclusionsPre-school hyperactivity/inattention and conduct problems carry risk of worse academic outcomes at 16.

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