This study examined the efficacy of college and university outcomes that call for their students to have an understanding of justice before graduation. Situated at a small, religiously affiliated, private, four-year institution and utilizing its own “justice attribute” learning outcomes, this thesis considered the way that graduating students who have completed the “justice” designation understand justice and how they formed that particular understanding. In the end, this study found that students have an understanding of justice and social justice, but faculty members need to do more to translate this knowledge into skills for social change in order to become culturally competent in this area.
"Educating for Justice: Curricular Social Justice Education at Institutions of Higher Education,"
Jesuit Higher Education: A Journal: Vol. 8
, Article 12.
Available at: https://epublications.regis.edu/jhe/vol8/iss2/12