NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ780833
Record Type: Journal
Publication Date: 2007
Pages: 26
Abstractor: Author
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0162-5748
Pedagogical Practices that Contribute to Social Justice Outcomes
Mayhew, Matthew J.; Fernandez, Sonia DeLuca
Review of Higher Education, v31 n1 p55-80 Fall 2007
The authors investigated the extent to which classroom pedagogical practices and disciplinary course focus contributed to understandings of social justice outcomes among 406 undergraduate students enrolled in five college courses. They found that gender, enrollment in Intergroup Dialogue, service-learning, Introduction to Sociology courses, and practices encouraging reflection, discussions about diversity, and diverse peer interactions contributed to students' social justice learning. The article concludes with a discussion of the findings' implications. (Contains 1 footnote, 2 figures and 4 tables.)
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: Wabash Coll., Crawfordsville, IN.
Authoring Institution: N/A