When it comes to inclusion of social support as a criterion for kidney transplantation, there is lack of standardization and understanding of what it truly means to staff, clinicians, even patients and their families. Despite the variability in what “social support” means to many kidney transplant teams and centers, studies (mostly through survey studies) have shown that inadequate social support serves as an exclusion for patients awaiting kidney transplantation. With inadequate social support serving as an exclusion criterion and without it being properly addressed, inequities currently present in the kidney transplant considerations may be perpetuated. This thesis aims to tangibly define this social support criterion within an urban setting – North Philadelphia. Through REDCap survey administration to practitioners and support staff that handle candidacy for kidney transplantation, we will get a sense of how social support defined by wealth, marriage relationship and parental relationship affect views on the ethics of kidney transplant considerations. Discussions will also be applied to pediatric settings. This thesis will be a commentary on whether the current transplant system fulfills the standards of urban bioethics principles. This will present a framework for social support referrals to be implemented as a necessary resource if a patient on the transplant list presents with inadequate social support. I will argue support of the urban bioethical principles of social justice and solidarity for the purpose of helping healthcare systems, government and insurance understand that such resources should be funded by them to support candidates who truly need it. / Urban Bioethics

This study examined the existence of implicit racial bias among public school teachers within the gifted referral process. Public school teachers from urban, suburban, and rural school districts surrounding a large northeastern city were be provided vignettes of gifted students demonstrating “typical” and “hidden” giftedness. The names and races of students within the vignettes were randomized to represent either a White male student or a Black male student. Univariate and multivariate analyses were utilized to determine the existence of significant differences in perceptions of giftedness and need for referral among teachers. In contrast to the hypotheses of the study, vignettes describing Black “typically” gifted students were rated as significantly higher than White “typically” gifted students. Black students also did not experience a significant decrease in ratings of giftedness and need for referral when described as “hidden” gifted. Lastly, results demonstrated a significant interaction where White students experienced a significant increase in both ratings of giftedness and need for referral when described as showing signs of “hidden” giftedness compared to their White “typically” gifted counterparts. Further discussion of these results along with imitations and considerations, most importantly the presence of social desirability bias, can be found at the end of this work. / School Psychology

The Latinx communities are one of the fastest-growing minority groups in the United States, and that shift has brought new challenges to the field of education. An increase in the Latinx student body presents unique challenges to this particular group (Alemán, 2009a), such as the stigmatization of speaking Spanish in a country where the majority speak English (Murakami et al., 2013). Today’s Latinx leaders have endured similar patterns of discrimination to prior generations (Hondgneu-Sotelo, 2020). Latinx leaders who are aware of injustices that exist in their schools lead with social justice agendas to overcome inequities and barriers (López, 2003). The purpose of this study was to explore and examine how school leaders who identify as Latinx conceptualize and practice leadership for equity and social justice. To collect data, testimonios were conducted with all participants in this study. Testimonio presents participants with an opportunity to share their experience of oppression, views on how to challenge inequities, and their advocacy toward social justice (Huber, 2009). Two interviews were conducted per candidate lasting approximately 60 minutes. The first conclusion of the study: all participants in the study showed evidence of the implementation of culturally relevant pedagogical practices. Second, while the overwhelming majority of the participants in this study acknowledged racial discrimination and called out policies that maintained injustices in place, only two of the Latinx leaders in this study centered race and led their community with equity and social justice as the core of their work.

No description available.

Many contemporary theologians and political thinkers find in the life and writings of Reinhold Niebuhr the strong critique of complacency and evidence of an unrelenting quest for social justice. Others, however, interpret Niebuhr in the light of neoconservative tenets, and see him as one father of American political realism with its appreciation for stable community life and tradition. These two polarities of interpretation highlight the split between left-liberal sympathies for a theology and politics of liberation and the right-liberal disposition toward values expressed most fully in a democratic capitalism. That thoughtful people of both political and/or theological stripes can trace their intellectual roots back to Niebuhr is witness to the complexity of Niebuhr's thought. Within the broad agenda suggested by these observations, this study seeks to develop and analyze Niebuhr's position on 20th century liberal pacifism. Specifically, it is concerned to trace Niebuhr's reaction against older styles of liberal theology which lent credibility and theoretical support to, among other things, the liberal pacifism which achieved some status in the political and theological debates of wartime North America. The concluding section of the thesis attempts to draw from the study of Niebuhr's criticism of liberal pacifism certain principles which hint at the resolution of the polarities of interpretation of Niebuhr's corpus.I would not deny, however, that although I should not have been among the crucifiers of Jesus, I should also have not been among his supporters. For I cannot help withstanding evil when I see that it is about to destroy the good. I am forced to withstand the evil in the world just as the evil within myself. I can only strive not to have to do so by force. But if there is no way of preventing the good, I trust I shall use force and give myself up into God's hands ... If I am to confess what is truth for me, I must say: There is nothing better for a man than to deal justly -unless it be to love; we should be able even to fight for justice -but to fight lovingly. Martin Buber (1939) In a perfect world we'd all sing in tune, But this is reality so give me some room. Billy Bragg ("Waiting for the Great Leap Forwards", 1988) / Thesis / Master of Arts (MA)

The book of Amos preserves powerful critiques of injustices in ancient Israel, and accordingly it has become famous as a resource for social justice movements across the centuries. The text has also been a testing ground for the history of prophets and prophetic literature. Given these emphases on socio-economic justice and historical dimensions of human culture, there has been a glaring neglect of “nature" themes in Amos and how these references to the non-human, created universe function in shaping the moral character of the readers. Without ecological features, the ethical message is hollow, since the character of humans and even of Yahweh as God are often evaluated and illustrated by realities in the rest of the natural world. Amos reciprocally connects the natural world (cosmos) and the moral world (ethos) together, implying that the condition and conceptions of the cosmos are partly reflective of human character and partly formative for human character in turn. The second aspect deserves attention at last. There is an ethos of the cosmos in Amos. Nature is not neutral. To describe this cosmos and ethos, the study proceeds in two steps for each major section of the translated Hebrew text. First, after establishing a historical setting for the final form of the text, there is a careful analysis of the "creation rhetoric." followed by a second step that doubles back to ask how such nature imagery encourages or discourages moral “character formation” for an audience in Judah. The rhetorical analysis uses insights into genre and speech act theory, while the ethical analysis uses character ethics to discuss practices, dispositions, and desires for visions of good and evil in Amos. In the end, the cosmos in Amos is more than ancient cosmology or dispensable background scenery. Built into the cosmos are dynamics that link justice with matters of life and death, and only through the nature imagery does the audience most vividly gain reverence for each other, their world, and their God. From earthquakes to new growth, creation shapes character. Creation rhetoric and character formation are mutually related and profitably compared for Old Testament ethics. / Thesis / Doctor of Philosophy (PhD)

No description available.

Hip-Hop Culture emerged in the early 1970s from Black and Latinx youth living in the South Bronx. At the time, the Bronx was stereotyped as the nation’s iconic “ghetto”. However, as in many of the nation’s cities, the built environment that defined the Bronx was a product of ghettoization that marginalized African Americans through confinement and overcrowding of urban centers; exclusions from mortgage loans and home ownership; and the redistribution of resources. Hip-Hop Culture allowed marginalized communities to reclaim the built environment through repurpose of space and found materials; it creates opportunities for self-sufficiency; and establishes a community around the ethos of peace, love and having fun that mitigated street violence. As the research makes palpable the impact the built environment has had on Black and Latinx communities, my intent is to turn the table and illustrate how the defining elements of Hip-Hop Culture can influence a design rooted in equity and social justice through the proposal of a Hip-Hop Youth Center in Springfield, Massachusetts; a facility that supports underserved youth in their creative endeavors and entrepreneurship.

In much the same way as the racial integration movement, advocates for students with disabilities (SWD) have cultivated an active and vocal lobby seeking to establish and then implement legal mandates to integrate classrooms in the hope that social acceptance would follow. Through federal mandates such as the Individuals with Disabilities Education Act (IDEA), conceptually initiated in 1975 and revised in 2004 as the Individuals with Disabilities Education Improvement Act (IDEIA) along with Section 504 of the Rehabilitation Act of 1973, these students have a voice to cry out for access to the experiences of work, conversation and play with their peers. This study explores the impact that classroom efforts to offer "inclusion" have on their nondisabled peers' intent to include their fellow SWD in their lives as students. Using survey research methods and guided by the Theory of Planned Behavior (Aizen, 1985), 593 responses were obtained from a convenience sample of 936 third, fourth and fifth grade students educated in 52 classrooms spread across 6 different schools in two counties (Seminole and Orange) in Central Florida. Survey results were also collected from the students' parents and their teachers and used to add a richer depth to the data analysis. The data was compiled and analyzed using mean comparison tests (T test and One & Two way ANOVA tests) and a multinomial logistic regression equation. SPSS 13.0 was used to compute the impact that independent variables (integration and interaction) had on the dependent variable (intent to include). The results suggest that the integration of SWD had a significant impact on nondisabled peers; yet efforts to promote peer interaction seemed to have a mixed result. Additionally, the students' gender (female), the students' prior exposure to SWD and a positive teacher attitude toward people with disabilities also had a significant impact on the response of students' intent to include SWD. The results of this analysis are presented along with a discussion of these findings in relation to public policy initiatives to promote the social inclusion of community members. Limitations and recommendations for future research are also indicated.

For decades, Brazilians with impairments have not been able to enjoy full citizenship rights because of the existing oppressive structures in their society. This study examines comprehensions of justice for citizens with impairments in Brazil and what the implications of those perspectives may be for policy arguments and for social change. The principal sources of these justice-related outlooks are three key stakeholder groups: policymakers, disability nongovernmental organizations (NGOs) and people with impairments. The analysis is organized as follows. First, I provide an overview of the study, its aims and significance and research questions. Second, I discuss the theoretical foundations of the inquiry, focusing on debate among democratic theorists on the meaning of citizenship and social theorists on the significance and goals of social justice, as well as the key debates among disability theorists on the purport of disability, oppression, emancipation and social inclusion. Next, I describe the research design and methods employed in this effort, explaining the rationale behind my choice of a qualitative approach and offering details concerning the study's data collection, analysis and interpretation. Fourth, I summarize the issues and tensions implicit in Brazil\'s practices and institutions as these relate to the nation's disabled citizens. Fifth, I discuss the UN Convention on the Rights of Persons with Disabilities (UNCRPD), which has helped an already growing social movement in Brazil formalize and legitimate its aims and place disability justice on the national agenda. Sixth, I explore the major conceptions of justice expressed by disability NGOs and analyze what these views suggested for efforts to secure full citizenship for the disabled in Brazil. Next, I explore the conceptions of impairment, disability and justice as imagined and lived by Brazilians with impairments. Specific ideas and conceptions of disability informed the understandings of justice of the individuals with impairments whom I interviewed. Finally, I provide an interdisciplinary interpretation of the research findings, in which I create a dialogue among different perspectives in order to outline a new understanding of justice for people with impairments and the social change needed to reach that aspiration. After discussing the insights of different stakeholders on justice, I share my recommendations for further research. / Ph. D.