The purpose of this study was to contribute to the body of knowledge on social justice learning outcomes in higher education and address the gap in the literature on students' perceptions of their own learning. Specifically, it explored transformative learning in regards to inequality and disenfranchisement of minority groups for undergraduate students participating in a social justice living-learning community at a university in the Southeast. In doing so, the study provided a greater understanding of the complexity of how students learn social justice concepts such as oppression and privilege, which may lead teachers and practitioners to consider expanding tools for guiding students. Further development on effective facilitation and teaching may lead to students' increased skills in working with others in different settings as well as combating social inequality. Thick and rich description of student transformational learning was provided through a qualitative case study approach. The case was bounded by the social justice leadership course and events within the program as well as by the 30 student participants. Data collection included two individual interviews for 15 students, a group interview comprised of three students, participant observations of 21 class meetings and two co-curricular programs, and assessment program documentation. Findings included five themes: (a) understanding difficult concepts; (b) discussion as learning; (c) resistance; (d) changes; and (e) social justice in action. Through these themes, students transformed their learning by navigating difficult concepts and making new meaning of them and challenging their own long-held beliefs. Results from these findings suggest educators consider the following: seek an understanding of complex concepts; explore resistance; facilitate dialogue for students to share their stories; and practice what you preach. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester, 2014. / March 21, 2014. / Diversity, Living-Learning, Social justice, Transformational learning / Includes bibliographical references. / Kathy Guthrie, Professor Directing Dissertation; John Reynolds, University Representative; Tamara Bertrand Jones, Committee Member; Marytza Gawlick, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_185217 |
| Contributors | Bukanc, Rachel (authoraut), Guthrie, Kathy (professor directing dissertation), Reynolds, John (university representative), Jones, Tamara Bertrand (committee member), Gawlick, Marytza (committee member), Department of Educational Leadership and Policy Studies (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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