The Good, the Bad, and the Ugly: Experiences, Barriers, and Self-Efficacy Enhancement for Social Justice-Oriented Faculty

Abstract

Although a commitment to social justice is central to the identity of counseling psychologists, little is known about how faculty contribute to a culture of social justice. The current study aims to explore engagement in social justice by answering six questions: 1) how do faculty define social justice, 2) how do they engage in social justice with students, 3) what barriers exist in relation to their engagement, 4) how often do faculty engage in social justice with students, 5) how supported do faculty feel in relation to their social justice efforts, and 6) what impact does training have on social justice self-efficacy and subsequent engagement? To examine these questions, a nationwide sample of 72 faculty from APA-accredited counseling psychology programs completed an online survey. Findings from thematic analysis revealed several themes across faculty definitions of, and engagement in, social justice, despite a number of barriers they also identified. Results from quantitative analyses suggested that most faculty engage in social justice. However, many are operating with little support. Several barriers to engagement exist, but graduate school training in social justice may help to eradicate those barriers. Faculty members who received training in social justice as students reported significantly more social justice self-efficacy now. Additionally, faculty with more social justice self-efficacy reported greater engagement in social justice in their professional and personal lives. Implications for promoting social justice among faculty are discussed, including practical suggestions for fostering self-efficacy, building a strong community, promoting adequate training, accessing role models, and engaging in self-care.

A quantitative examination of social justice orientation among members of a historically white sorority.

“…Developing an openness toward those from different backgrounds is deemed a critical outcome of higher education (Bowman, 2014; Shim & Perez, 2018), but some worry that educators on college campuses may be ill-equipped and undersupported to foster the more advanced outcome of bolstering the social justice orientation of students (e.g., Funge, 2011; J. Taylor & Trevino, 2022).…”

Longitudinal growth in college student self-efficacy and intercultural competence attenuated by anxiety/depression

“…Within SCT, Bandura identified self-efficacy as a pivotal factor that influences motivation, resiliency, and ultimately students' achievements (Chen et al, 2022). Recent research has expanded the theory to foreground the importance of socio-cultural and historical factors, identity, and contextual influences that profoundly shape these processes (Taylor and Trevino, 2022). Hence, our project incorporated race/ethnicity to enhance our understanding of how cultural factors influence the students' outcomes of interest.…”

Building gender justice leaders: how a series of professional learning conversations can assist early learning professionals in supporting transgender/non-binary children and their families

“…The expressed concern that educators are not being exposed to gender identity and gender expression diversity in a significant manner, or if at all, in education programs (Hinitz & Hewes, 2011) is in part the result of fear and apprehension in addressing the topic (Balter, 2016(Balter, , 2018, Ndemanu, 2018Taylor & Trevino, 2022). Part of that exclusion, or the failure to integrate such content within ELP education programs, comes from a collective concern of many that addressing such issues is 'taboo' within the early years (Beren, 2013;Bialystok, 2018;Davies et al, 2021;Kroeger & Regula, 2017).…”

“…Since heteronormativity often permeates program content in education programs (Carpenter & Lee, 2010), and because educators are often resistant to ideas that challenge their beliefs (Ndemanu, 2018), multiple viewpoints are a necessity for building leaders in ECE. And the inclusion of these multiple viewpoints fosters both support and awareness that leads to advocacy for the TGNB community at large (Drago-Severson, 2009;Kearns et al, 2014;Scager et al, 2016;Taylor & Trevino, 2022).…”

“…The fear expressed by participants in having "challenging" TGNB conversations or employing TGNB supportive practices sprang from their concern of overstepping boundaries and backlash from the parent communities and not having the research or education for support. The literature captured this predominance of fear in the face of social justice work in general (Taylor & Trevino, 2022) and for ELPs addressing TGNB issues within the early learning environment specifically (Balter 2016(Balter , 2018Davies et al, 2021).…”