Abstract
Evaluative in nature, this article includes an initial examination of a doctoral program uniquely designed to prepare higher education administrators and practitioners to be socially just and equity-minded leaders. The program emphasizes the integration of equity, social justice, and ethics into professional practice. As such, this article utilizes a social justice, leadership framework. Originally designed in 2006 by Colleen Capper, GeorgeTheoharis, and James Sebastian to prepare secondary administrators for social justice leadership, the framework assists with the enclosed evaluation of a program that prepares postsecondary administrators for social justice leadership. The article delineates the effectiveness of the program’s implementation and the extent to which the program’s goals, curriculum, and pedagogy align with components of the framework. The program has been chosen because of its commitment to addressing socio-economic and educational attainment disparities in higher education through the focused teaching and professional development of academic and student affairs personnel.
Highlights
Higher education is currently undergoing a change, as social and restorative justice issues are working their way to the academic core
The enclosed discussion of social justice leadership draws on a social justice framework adopted from Capper, Theoharis, and Sebastien (2006) and is contextualized within an evaluative assessment of an emergent doctoral program with an emphasis in Higher Education Administration
As an adherent to the espoused and enacted principles of the Carnegie Project on the Education Doctorate (CPED),1 the selected program is highly attentive to issues of equity, social justice, and ethics and seeks to admit college and university professionals—with foci in both academic and student affairs—who desire a practitioner focus in their doctoral studies and who are receptive to a critical social justice approach in their doctoral preparation as well as in their professional practice
Summary
Higher education is currently undergoing a change, as social and restorative justice issues are working their way to the academic core. The end goal is to eliminate persistent attainment and achievement gaps among all student demographics As they begin this work, colleges and universities of various settings, types, and sizes are learning they lack the required infrastructure (e.g., curricula, pedagogy, and assessments) and resources (both human and monetary) to meaningfully take on equity challenges regarding college access, persistence, and completion (Bok, 2006). This incomplete infrastructure has existed for some time, as institutions have made limited systemic, effort to substantively address the aforementioned equity issues (Tinto, 1993, 2012). This journal is supported by the Carnegie Project on the Education Doctorate: A Knowledge Forum on the EdD (CPED) cpedinitiative.org impactinged.pitt.edu Vol. (2017)
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