Exploring Undergraduate Students’ Conceptualizations of Social Justice Action

Abstract

This critical constructivist descriptive case study examined how 12 students in a diversity dialogue course conceptualized action in response to oppression. Participants often defined action as individual-level intervention and rarely discussed systemic change. Although they increased their knowledge during the course, participants hesitated to take action fearing they did not know enough, would be physically harmed, or lacked the ability to make sustained change. Recommendations are provided to expand students’ conceptions of social justice action.