Social Justice Consciousness and Moral Development: Exploring Differences in Hierarchical Complexity among University Students

Autor/in	Oleen-Junk, Nicholas A.
Titel	Social Justice Consciousness and Moral Development: Exploring Differences in Hierarchical Complexity among University Students
Quelle	(2018), (250 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-4685-7
Schlagwörter	Hochschulschrift; Dissertation; Social Justice; Moral Development; Cognitive Development; Moral Values; Thinking Skills; Undergraduate Students; Feminism; Cultural Pluralism; Activism; Freedom of Speech; Empathy; Correlation; Outcomes of Education; Political Attitudes; Comparative Analysis; Ethnicity; Social Structure; Student Attitudes; Educational Experience; Educational Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Soziale Gerechtigkeit; Moralische Entwicklung; Kognitive Entwicklung; Moral value; Ethischer Wert; Denkfähigkeit; Feminismus; Kulturpluralismus; Aktivismus; Politischer Protest; Redefreiheit; Empathie; Korrelation; Lernleistung; Schulerfolg; Political attitude; Politische Einstellung; Ethnizität; Sozialstruktur; Schülerverhalten; Bildungserfahrung; Bildungspraxis
Abstract	Scholars in the helping professions have become increasingly concerned with how the fruits of their labor can promote social justice (e.g., Vera & Speight, 2003; Swank & Fahs, 2013, North, 2009). At present, there is a lack of theoretical convergence around what social justice consciousness, aptitude, awareness, or orientation actually mean at the level of individual educational outcomes. This dissertation is an attempt to situate moral reasoning ability within the diverse conceptual network of measurable outcomes in social justice education. As such, this mixed-methods study explored the intersection between the complexity of moral reasoning about social justice and several educational outcomes associated with social justice consciousness. Using the clinical method, 32 undergraduate students were presented with hypothetical moral dilemmas involving issues of feminism, multiculturalism, protest, and free speech on a college campus. Participants' performances were evaluated using the scoring system for the Model of Hierarchical Complexity (Commons, Trudeau, Stein, Richards, & Krause, 1998), which is a content-independent theory of cognitive development. Results indicated that moral reasoning complexity about social justice was positively associated with ethnocultural empathy and activist orientation, but not social dominance orientation or political disposition. Additionally, high and low scoring students were re-interviewed to explore their experiences with and ideas about social justice education. Qualitative analyses suggested several thematic differences in the ways abstract and concrete reasoners approach social justice education. Finally, the implications for future research and educational practice are addressed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01