Social justice

In this study, the researcher uses quantitative methods to examine the extent to which Title I funding helps public schools with large populations of economically-disadvantaged students increase student academic achievement in reading and math in grades 3–5, and whether the leaders of these schools utilize specific social justice actions identified through a review of literature. The researcher gathers grade level student proficiency data for students in grades 3–5 and performs a bivariate correlation and a simple regression analysis to determine the extent to which identified schools receiving Title I funds are able to increase student proficiency rates over a three-year period. The researcher further analyzes the data through a social justice lens to determine possible social justice solutions to the persistent problem of the income-achievement gap.

This work seeks to explore the possibilities of applying affect theory to practices of social justice, specifically, through the affect theories based on energetics described by Teresa Brennan. The first section gives an overview on Brennan’s main arguments and how I interpret her through a Spinozistic lens. This project then explores the positive and negative roles that happiness, anger, grief, and humor have had in various social movements and how they have often been mis- or underused in these moments. The final section offers Brennan’s theory of “Living Attention” as a means of understanding our own affects and the affects of others and how to use them effectively and healthily.

Haiti, the poorest country in the western hemisphere, has suffered through
centuries of disenfranchisement, poverty, slavery, environmental disasters, internecine
racial prejudice, and foreign infringement. Its people won independence from France in
1804 but only at the cost of huge human and financial losses. Since then, Haiti has
known little freedom or democracy. In 1991, the first truly democratically elected
president, Jean-Bertrand Aristide, was elected (with a 67% majority). Nine months later,
he was deposed by a military coup d'état. During that time and the chaotic years that
followed, groups of human rights observers traveled to Haiti in an attempt to record and
report publically, officially, what was actually happening to the Haitian people and their
institutions. Although much has been written about the country during that period, there
have been no studies focused on the human rights observers who were intimately
involved with the people and the country. These groups and other groups participating in similar situations have not been studied and, yet, research in that area might provide
important insights in the field of social justice. It is important to identify what encourages individuals to become a part of the effort to make a positive difference in the lives of others, in the most adverse situations, the process by which human rights observers become engaged, and how that engagement affects their lives both during and after their in-country experiences. The purpose of this phenomenological study is to see if there are commonalities (e.g., socio-cultural influence, self-directed learning readiness, etc.) among the initial in-country experiences of several human rights observers and further to discover what, if any, effect those experiences had on their leadership styles.
The study identified socio-cultural influences (self-directed learning readiness and
familial, religious, educational impact); motivational factors; methods of processing the
experience (immediate responses of connectedness/love and reasoned responses
involving individual and group reflection); and multiple outcomes (spiritualty, social
action, and creativity). The overarching findings included identification of
transformational learning in the participants and the evolution of their leadership from the servant model into a transformational/chaos model, including reflection in and on action as an operating context.

System justification theorists have proposed that people are motivated to view their political, economic, and social circumstances as desirable, necessary, and fair (e.g., Jost, Nosek & Banaji, 2004). Despite more than 15 years of system justification research, the meaning of fairness within this context has not been investigated directly. Over the past several decades three major criteria have been identified as contributing to people's perceptions of fairness: distributive justice, procedural justice, and one's own idiosyncratic set of personal values. Focusing on the last two, we reasoned that values are represented more abstractly than is information about procedural fairness, and that the relative weight of values versus procedures should increase at higher levels of mental construal. Whereas information about procedures is often seen as providing a basis for the acceptance of undesirable outcomes, judgments based on personal conceptions of right and wrong are considered to be independent from "establishment, convention, rules, or authority" (Skitka & Mullen, 2008, p. 531), and are therefore unlikely to be used in a motivated defense of the status quo. We therefore hypothesized that system justification would be most likely to occur in conditions where procedures are most salient (i.e., at low levels of construal). However, despite using manipulations of the system justification motive that have previously been successful, and working with issues similar to those used in previous work, we were unable to produce the typical system justification pattern of results. Possible reasons for this are discussed.

Human beings have two apparently conflicting fundamental rights. On the one hand, individuals have a right to health care as the United Nations declared in 1948. On the other hand, individuals have a right to liberty; that is, the freedom to make one's own health related choices, even poor ones. One goal of this essay is to show how to reconcile these two apparently conflicting core American values. This reconciliation is important, because a universal health care system that is fair and just must account for individual rights in tandem with attempts to address matters of social justice. In order for this reconciliation to occur, matters of individual responsibility, social responsibility, and social justice must be central to health care reform.

This study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business and Social Justice cultures was confirmed, and three latent cultures of Standards Performance, Democratic Community and Equity Curriculum were discovered. Of the schools participating, 74% had at least one of these cultures. The use of four leader actions was measured and statistically associated with different detected cultures. Managing/Transforming and Bridging actions were associated with all, Bonding was associated with all except the Equity Curriculum culture, and Bartering was associated only with the Business/Standards Performance culture. The schools' context had limited impact on the relationship between actions and culture.