Social Justice in Career Services: Perspectives of University Career Center Directors

Abstract

Research indicates that career development practitioners value social justice and desire additional skills to be able to advocate effectively. Many of these practitioners work on college campuses under the supervision of career center directors; however, directors' perspectives on social justice have been missing from the literature. Following the National Career Development Association's mandate to actively practice the professional value of honoring diversity and promoting social justice, we surveyed 11 career center directors regarding advocacy in career services. Results of thematic analysis yielded center directors' insights into both defining and promoting social justice. Participants addressed the roles and responsibilities of career counselors, career center directors, and institutional culture. Implications for practice include the importance of open communication and the need for collaboration inside and outside of the career center. These findings highlight potential areas for future research into best practices for integrating social justice and advocacy in university career services.

Implementing a Social Justice Leadership Framework in Career Counseling

“…Social justice leadership promotes the understanding of clients as a whole and effectively assists in navigating the systems in which they live and work. Career practitioners need to implement career interventions on both personal and systemic levels, focusing on social justice and culturally responsive career services (Fickling et al, 2018). This case study narrative demonstrates the complexities and the overlap of praxis across the personal/interpersonal, communal, systemic, and ecological dimensions in career counseling.…”

“…With a focus on individual‐level influences, Joon explains that her gender (female), race (Asian American), age (mid 50s), ability status (heart disease and chronic arthritis), and class of origin (working) most saliently shape her lived experiences in the workplace. Mae explores how power, privilege, and oppression often operate at various levels and are directly connected to Joon's career identity and experiences (Fickling et al, 2018).…”

Peran Konselor Multikultur Dalam Pendidikan Social Justice Untuk Memenuhi Hak Lansia

“…Di sisilain terdapat beberapa batasan-batasan usia yang termasuk dalam golongan batasan usia orang yang masuk di dalam kategori lansia, seperti yang di jelaskan pada UU No. 13 Tahun 1998 diantaranya adalah 60 tahun dan juga sama halnya dengan WHO 60-74 tahun (Mayalasari, et. al: 2017).…”

A Call for Career Educators to Recommit to Serving First-Generation and Immigrant College Students: Introduction to Special Issue

“…Since that time, there continues to be a call for career development educators to return to the roots of the profession with an emphasis on equity and social justice principles. Furthermore, a strong need remains to serve minoritized populations and other marginalized individuals, including immigrants, many who are undocumented and face uncertain futures due to a range of sociopolitical factors (Fickling, Lancaster, & Neal, 2018; George Mwangi, Latafat, Thampikutty, & Julie, 2019; Muñoz & Vigil, 2018).…”