youth within the juvenile justice system. Her research interests include understanding the impact of sociocultural factors on physical and psychological health and assessing the development of social justice attitudes and social activism. Susan Torres-Harding is an associate professor in the Department of Psychology. In addition to racial injustice, which regrettably remains prevalent in our society, we now truly confront other forms of discrimination based on gender, sexual orientation, social class and disability status. While we often discussed the need to use our knowledge and skills to work for a more fair and just society, I wondered if students had become overwhelmed with the amount of injustice in society and whether they believed they could actually make a difference. Feeling a part of the Roosevelt community mattered because it allowed them to share in this core community value. They described Roosevelt as a school where people of all races came togethera college unlike others. Working for social justice is, by its nature, radical because it focuses on changing the status quo, challenging existing policies and can involve breaking rules. Students for a Sensible Drug Policy, engaging in social justice as part of their professional clinical training and volunteering as part of service learning. And, how could we, as educators, facilitate the goals of students who had the sincere desire to promote social justice, but who also had the notion that it was too hard, impractical, unrealistic or idealistic? Many of the students efforts involved using resources available at Roosevelt University.
Faculty Essay: What is social justice?
But is this how students thought about social justice? Although less than half of the students we surveyed reported engaging in activism, those who were active appeared to take advantage of the resources and opportunities available at Roosevelt, and many sought to integrate essay for students to copy these experiences with their academic studies. Contact Susan Torres-Harding. Invariably, I would meet people who had been at Roosevelt in those early years, and they would tell me stories about what a special place Roosevelt. Indeed, it has been a pleasure to be able to assess and document the amazingly diverse and creative activism that is going on at Roosevelt. An important part of social justice education is to trust that students are able to evaluate the information we provide and use it in a way that is valid, realistic and relevant to their own lives. Some students were using a social justice approach when providing clinical services to children with developmental disabilities. In addition to the examples listed above, Roosevelt students have participated in walk-outs and rallies in Grant Park, lobbied at the state capital, made videos to help educate others about traditionally marginalized groups, conducted interventions to promote health and wellness in our communities, and organized programs.
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