Social Justice Engagement Research Articles

Activism and academia: an interdisciplinary dialogue on academic freedom and social engagement

ABSTRACT This article focuses on the questions of academic freedom, scholar activism, public science, and social engagement. The five authors represent scholars from different disciplines and scientific paradigms as well as diverse gender, sexual orientation, nationality, ethnic, and class backgrounds, yet they share a joint passion for academic ‘activism’. The paper, therefore, reflects a multitude of transdisciplinary perspectives and positionalities. This dialogue was born out of the group’s desire to investigate the role of scientists in public and political matters, including engagement in social justice. The interdisciplinary nature of the dialogue allows for comparisons between how activism is defined, perceived, practiced, and considered (un)welcome in the disciplines of Sociology, Psychology, Law, Media Studies, and Medical Sciences.

Virtue Signaling or True Commitment? Understanding Implications of Social Justice Engagement

Virtue Signaling or True Commitment? Understanding Implications of Social Justice Engagement

Spiritual competencies and social justice: Implications for counselor education pedagogy

AbstractCounselor educators are responsible for creating learning environments that promote students’ increased cultural competence and social justice engagement. Although, counselor educators have expanded their focus on diversity, religion and spirituality remain largely unaddressed in the curriculum and social justice‐oriented instruction. This article provides pedagogical recommendations for counselor educators that promote religious and spiritual competence.

Mental Health First Aid for Black Populations: Recommendations From the Neighborhood Healers Project

Community-based participatory action research can facilitate counseling psychologists’ engagement in social justice to benefit Black people’s mental health. One way to improve Black mental health is to equip credible and trustworthy community members with mental health knowledge and skills to support other community members experiencing mental health challenges. This study presents the Neighborhood Healers Project—a community-based participatory action research project that trains Black adults (Neighborhood Healers Fellows) in Mental Health First Aid (MHFA). During the inaugural 12-month fellowship year, we collected longitudinal qualitative data from N = 20 Fellows on the relevance of MHFA to Black people. In this paper, we examined their responses using reflexive thematic analysis. Findings included two themes with affiliated subthemes: (a) Liberatory Paradigm Shift and (b) For Us By Us: Culturally Relevant Curriculum. We conclude with implications for counseling psychologists.

Information Justice Institute

The Information Justice Institute (IJI) is a project developed at Chicago State University (CSU) in collaboration with community partners. The project brings librarians and community members together to consider key topics and questions to build understanding around critical community needs. This paper reports on two key activities undertaken during the project’s initial phase. First, the preliminary results of a survey launched in 2021 aim to understand the current involvement and potential needs of librarians and other library affiliates in terms of social justice engagement, particularly those related to serving incarcerated people/recently released and their support networks. Second, a webliography developed to support librarians and other community members in growing understanding, strategies, and initiatives to serve diverse populations confronting onerous systemic challenges (e.g., incarceration, poverty, etc.), which are experienced in tandem with limited opportunities for information access and use. The IJI collaboration encouraged dialogue focused on posing questions and grappling with complex issues to grow insights and serve the needs of incarcerated/recently released people and their support networks. This work will likely interest librarians, educators, community leaders, and others working toward justice.

Faith in Action? Exploring the Relationship between Public and Private Religiosity, Race, and Social Justice among Christian College Students

Awareness of social justice issues and their perceived importance varies significantly across many demographic variables including racial and religious identities. Less is known, however, about how the centrality of one’s own religiosity is associated with social justice attitudes and actions. This study explored the relationship between dimensions of religiosity and social justice importance and actions for Black, Indigenous, and People of Color (BIPOC) and non-Hispanic White students. Christian college students ( N = 168) completed measures of public and private religiosity, the perceived connection between faith and social justice, as well as personal attitudes and actions pertaining to issues of social justice. The results demonstrated positive associations between religiosity and the extent to which faith was believed to inform social justice attitudes for BIPOC and White students. Despite the perception that religiosity informed one’s social justice attitudes and actions, religiosity was only positively associated with actual social justice engagement for BIPOC students. Furthermore, multiple regression analyses demonstrated that public religiosity was the best predictor of beliefs that one’s religion motivated activities related to social justice work, but private religiosity was the strongest predictor of actual social justice engagement. These findings underscore a prominent disconnect in the extent to which religiosity is believed to be, and is actually, associated with social justice attitudes and actions.

The potential role of university community engagement (UCE) in social justice and sustainability transformation - the case of the University of Szeged (Hungary)

The aim of the paper is to reflect on the role of social justice orientated university community engagement (UCE) (Hazelkorn, 2016a, 2016b) in contributing to social justice and environmental sustainability transformations. We build on the social justice perspective to UCE (Hazelkorn, 2016a, 2016b); the transformative approaches to social justice and sustainability (Hopwood et al., 2005); and UCE models that deal with the transformative potential of UCE partnerships (e.g. Himmelman, 2001) as theoretical frameworks. We apply autoethnography to reconstruct and critically reflect on the transformative potential of a social justice orientated UCE process that we as researcher-activists are a part of. We use the UCE initiatives of the Research Centre of the Faculty of Economics and Business Administration at the University of Szeged (Hungary) as a case study to reflect on UCE in a Hungarian urban context in the city of Szeged (Hungary). We analyze how power relations (partnerships) function and change within UCE; how UCE is able (or not) to change existing power relations (empower the marginalized) within a specific urban social context; and how these changes in the social power of the marginalized might (or might not) contribute to transformative changes in relation to social justice and sustainability. We conclude that (1) it is difficult to establish transformative (equal) relations among academics and communities; (2) working with community representatives might lead to unknown, unexpected and contradictory UCE impacts; (3) transformative intentions and characteristics of UCE do not imply that transformative social impacts are actually realized; and (4) transformative relationships (as understood in UCE literature) do not necessarily lead to transformative social changes (as conceptualized in the literature on social justice and sustainability).

Intersections between rural studies and food justice in the U.S.: some implications for today and the future

ABSTRACT Justice is a term increasingly used in rural studies and agri-food systems research. In this article, we examine how rural studies can gain by more directly integrating food justice and its focus on transformative intervention. First, we identify existing gaps in discussions about social justice in relation to rurality in the United States. Second, we analyze prominent food justice literature and its main conceptualizations, characteristics, and gaps in relation to rurality. Drawing on existing gaps and opportunities in rural studies and food justice, we discuss why and how critical analyses of race/white supremacy, intersectionality, and engaged scholarship can strengthen the study of injustices in rural settings. In prioritizing these aspects, rural scholars might adopt powerful lenses for interrogating the ongoing hegemonies of rural communities while also facilitating greater engagement in social justice within and outside our disciplines.

Youth engagement for social justice: the role of digital tools in civic organizations dealing with migration

The present study aims to investigate the use of digital resources in the context of volun-tary/activist organizations dealing with migration. Twenty semi-structured interviews were conducted with young members of 13 organizations of the area of Bologna. The results from thematic analysis show that digital tools can improve youth social justice engagement and strengthen the community as a whole. These resources also allow better access for migrants to opportunities that could foster their empowerment and social inclusion, thus promoting social justice. However, the potential of these tools isn't fully exploited, partly because of the difficulties in using them with migrants in a situation of vulnerability. Within a social justice pro-motion framework, the results suggest the necessity of supporting the digital literacy of the whole community.

The Good, the Bad, and the Ugly: Experiences, Barriers, and Self-Efficacy Enhancement for Social Justice-Oriented Faculty

Although a commitment to social justice is central to the identity of counseling psychologists, little is known about how faculty contribute to a culture of social justice. The current study aims to explore engagement in social justice by answering six questions: 1) how do faculty define social justice, 2) how do they engage in social justice with students, 3) what barriers exist in relation to their engagement, 4) how often do faculty engage in social justice with students, 5) how supported do faculty feel in relation to their social justice efforts, and 6) what impact does training have on social justice self-efficacy and subsequent engagement? To examine these questions, a nationwide sample of 72 faculty from APA-accredited counseling psychology programs completed an online survey. Findings from thematic analysis revealed several themes across faculty definitions of, and engagement in, social justice, despite a number of barriers they also identified. Results from quantitative analyses suggested that most faculty engage in social justice. However, many are operating with little support. Several barriers to engagement exist, but graduate school training in social justice may help to eradicate those barriers. Faculty members who received training in social justice as students reported significantly more social justice self-efficacy now. Additionally, faculty with more social justice self-efficacy reported greater engagement in social justice in their professional and personal lives. Implications for promoting social justice among faculty are discussed, including practical suggestions for fostering self-efficacy, building a strong community, promoting adequate training, accessing role models, and engaging in self-care.

‘Eye-opening’: Case study of a documentary film series in a carceral setting

Adult education has a long tradition of engagement in social justice, but prisoners do not seem to garner much attention. This paper presents the findings of a case study of nine incarcerated women who attended a weekly screening of a documentary followed by a discussion for four weeks and individual interviews with all participants. Preliminary data analysis shows four main findings. First, participants appreciated non-formal learning and took pride in participating in discussions that were respectful of differences. Secondly, they expressed curiosity for new information and other perspectives. Thirdly, participants were inspired by stories of ordinary people facing adversity with perseverance and creativity. Finally, the carceral setting shaped their learning experience; although the films provided a break from the monotony of being imprisoned, the activity was nonetheless situated within the context of participants’ correctional plans. As the numbers of incarcerated women in Canada continue to rise, these findings suggest that adult education has a role to play and that activities like this documentary series can offer stimulation and reflection to people who are incarcerated.

Professional identity and social justice engagement in counseling trainees

ABSTRACT This study examined the relationship between counseling trainees’ professional identity development and their social justice engagement. Data collected from counseling master’s students in CACREP-accredited programs were analyzed using hierarchical multiple regression. Results indicated that counseling trainees’ professional identity predicted their social justice engagement. Recommendations for developing counseling trainees’ professional identity and counseling competencies are suggested.

Critical Consciousness and the Social Justice Engagement of White Young Adults

Critical Consciousness and the Social Justice Engagement of White Young Adults

Law Enforcement Violence in the Black Community: A Catalyst for Clinician Engagement in Social Justice

The murder of George Floyd by a Minneapolis police officer on May 25, 2020 triggered local, national, and international social unrest, driven by a prevailing and well-founded sense of discrimination within communities of color all over the world, especially with regard to police violence.1 There continues to be a pressing need for clinicians to understand the public health impacts of law enforcement violence that result in adverse health outcomes.

Service-Learning, Movies, and Infectious Diseases: Implementation of an Active Educational Program in Microbiology as a Tool for Engagement in Social Justice.

Service-Learning is an educational methodology that allows student learning while addressing community needs. A program in microbiology and infectious diseases was implemented in Universidad Complutense de Madrid, Spain. University lecturers, clinical microbiologists, doctorate students, and undergraduates from several Bachelor Degrees and courses worked in an interdisciplinary team along with social institutions that attend disadvantaged persons. Using commercial movies that deal with infectious diseases, the students learn clinical microbiology, prepare divulgation materials, visit social centers to accompany, and help others to know about illnesses and prevention. The program was developed through two academic years and involved 58 voluntary students, 13 teachers and tutors, and 4 social entities as community partners. Postsurvey evaluation of the program revealed a highly satisfactory achievement of goals: acquiring scientific and personal competencies by university students, including critical analysis and science diffusion, solving problems or collaborative team working, and contributing, together with the tutors, to the social responsibility of the university.

Ethics in Public and Community Psychiatry

Public and community psychiatrists who care for patients with serious mental illnesses regularly face ethical challenges. This article summarizes key ethical considerations in the care of a population that can be difficult to engage and may reject treatment, sometimes necessitating coercive care. The digital revolution in medicine, with its promises and perils and accelerated by coronavirus disease 2019 (COVID-19), has added ethical complexity regarding privacy and access to care. Shared decision-making, a process to resolve ethical dilemmas, and commitments to professionalism and reflective practice are emphasized as three ways to practice ethically in public and community psychiatrists' daily work. Additionally, COVID-19 has highlighted that engagement in social justice is a critical element of ethical practice for physicians today. [ Psychiatr Ann . 2021;51(6):272–277.]

Emerging Adults' Social Justice Engagement: Motivations, Barriers, and Social Identity.

This study examines emerging adults' perceived motivations and barriers to social justice engagement, and how their social identities shape involvement. We conducted in-depth interviews with service-learning students (n=30). Thematic analysis of interview data revealed that participants perceived several motivations and barriers to engagement, including the following: (a) the current political climate, (b) self-efficacy to make small-scale changes, (c) social support in action, (d) proximity to the social issue, (e) knowledge of resources, and (f) limited personal resources. Participants also described how their identities shaped engagement such that participants reflected upon their multiple privileged and marginalized identities and how their identities influenced their approach to engaging with a particular social issue. Findings have implications for recruiting and sustaining emerging adults' involvement in activities aimed at changing social issues.

Canadian Dietitians' Understandings of, Attitudes Toward, and Engagement in Social Justice and Advocacy.

Purpose: To explore Canadian dietitians' understandings of, attitudes towards, and engagement in socially just dietetic practice and advocacy.Methods: An online semi-qualitative survey sent to Canadian dietitians.Results: Respondents' understanding of social justice and socially just dietetics practice highlights the unique ways that social injustice and health inequities may be addressed by dietitians. Overall, respondents had a positive attitude toward dietitians' roles in social justice advocacy. Support for dietitians' advocacy roles was highest for food-related concerns, but it declined for concerns with indirect connections to dietitians' food and nutrition expertise (e.g.,environment). However, respondents still had uncertainty and divided perspectives concerning if and how social justice fits within dietitians' scope of practice. They also had concerns about barriers that they felt limit dietitians' ability to perform socially just practice. Respondents shared efforts to engage in socially just practice at intrapersonal, interpersonal, and structural levels.Conclusions: Dietitians could be a critical influence on the determinants of health. This research points strongly to the need for a framework for socially just dietetic practice and advocacy that delineates what social justice looks like across the array of settings in which dietitians practice and within the array of fora that dietitians advocate to support nutrition and health.

Medical advocacy in the face of Australian immigration practices: A study of medical professionals defending the health rights of detained refugees and asylum seekers.

While medical advocacy is mandated as a core professional commitment in a growing number of ethical codes and medical training programs, medical advocacy and social justice engagement are regularly subordinated to traditional clinical responsibilities. This study aims to provide insight into factors that motivate clinician engagement and perseverance with medical advocacy, so as to inform attempts by policymakers, leaders and educators to promote advocacy practices in medicine. Furthermore, this study aims to provide an analysis of the role of medical advocates in systems where patients' rights are perceived to be infringed and consider how we might best support and protect these medical advocates as a profession, by exploring the experiences and perspectives of Australian clinicians defending the health of detained asylum seekers. In this qualitative study thirty-two medical and health professionals advocating on asylum seeker health in immigration detention were interviewed. Transcripts were coded both inductively and deductively from interview question domains and thematically analysed. Findings suggested that respondents' motivations for advocacy stemmed from deeply intertwined professional and personal ethics. Overall, advocacy responses originated from the union of three integral stimuli: personal ethics, proximity and readiness. We conclude that each of these three integral factors must be addressed in any attempt to foster advocacy within the medical profession. In light of current global trends of increasingly protectionist immigration practices, promoting effective physician advocacy may become essential in ensuring patients' universal right to health.

A National Survey of Social Justice Engagement Among Professional Counselors

This exploratory survey examined the relationship between 169 professional counselors’ social justice engagement and demographic, personality, and contextual factors. A hierarchical regression analysis indicated that counselors’ sexual orientation, trait extraversion, and postgraduate training predicted their level of engagement in social justice behaviors. The authors recommend that counselor training in social justice be focused on quality, rather than quantity, and that personality and identity characteristics of individuals be incorporated into pedagogical practices.