The Times, They Need A Changing: Infusing Social Justice Into Kinesiology Requires Collaboration

Frank, Anna Marie

doi:10.1080/00336297.2018.1438298

Cited by 8 publications

(1 citation statement)

References 7 publications

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“…The current higher education system has embraced a social justice approach to delivering curriculum-which emphasizes full and equitable participation of all diverse groups within a society-to be inclusive of a variety of experiences and act as an agent of positive change for students (Osman et al, 2018). In addition, universities have been called to integrate social justice topics into undergraduate curriculum, through which courses create learning experiences for students to critically examine their personal beliefs and actions (Frank, 2018;Gordon et al, 2017). For example, the concept of disability models is one social justice topic that is commonly used to frame the way in which individuals define, experience and address disability (Dunn & Andrews, 2015).…”

Section: Social Justice Topics In Higher Educationmentioning

confidence: 99%

Effect of a motor behavior course on kinesiology students' attitudes toward disability: A quasi-experimental study.

Logan¹,

Case²,

Bogart³

et al. 2023

Eur. J. Adapt. Phys. Act.

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This quasi-experimental study used a nonrandomized, control group pre-test post-test research design to determine the effect of a motor behavior course with a social justice perspective on undergraduate students' attitudes toward people with disabilities, alignment with the medical and social models of disability, and mobility beliefs. Undergraduate students enrolled at a public university (n=714) completed survey measures before and after participation in a 10-week course. Intervention group participants (n=357) were drawn from a required course for Kinesiology students that included social justice topics and video-based contact with people with disabilities. Control group participants (n=357) were drawn from a required course for all students that did not include social justice content. Separate one-way ANCOVAs were conducted to identify differences in outcomes between groups, controlling for baseline measures and demographic characteristics. Results indicate that participants in the intervention group reported more favorable attitudes toward people with disabilities, lower medical model scores, higher social model scores, and more favorable views toward self-directed mobility as a human right. Integrating social justice concepts into the classroom may be an important addition to undergraduate Kinesiology curriculums and a valuable intervention strategy to positively influence Kinesiology student attitudes.

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