Date of Award
4-11-2025
Access Restriction
Dissertation
Degree Name
Doctorate in Education
Department
Education
School or College
School of Education
First Advisor
Dolores Delgado Bernal
Second Advisor
Kenzo Sung
Third Advisor
Kyo Yamashiro
Abstract
This study investigated the transformative impact of racial justice education through the voices of alumni of a social justice high school program. Guided by Critical Race Theory (CRT) and Critical Whiteness Studies (CWS), the research explored alumni reflections on their experiences, focusing on how the program influenced their critical consciousness of systemic racism, racialized identity, and engagement in social justice post-graduation (Crenshaw et al. 1995; Delgado, 1995; Delgado & Stefanic, 1997; Solórzano & Yosso, 2002; Tate, 1997; Tatum, 1994). Employing Leavy’s (2017) mixed-methods approach, the study utilized surveys to form a baseline for talking points for focus groups. Findings reveal that the program significantly shaped participants’ understanding of systemic inequities, with students of color expressing empowerment through the integration of their histories and identities into the curriculum. White students, while navigating initial discomfort, reflected on the development of an anti-racist consciousness and the dismantling of internalized biases. Across racial identities, participants emphasized the program's role in fostering cross-racial dialogue, empathy, and solidarity. The research also highlighted the sustained influence of social justice education on civic and social action engagement, with alumni actively participating in advocacy, activism, and community-building initiatives. The findings served as counterevidence to contemporary critiques of racial justice education, illustrating its value in preparing students for democratic citizenship and allyship in an increasingly diverse society. This study underscored the urgency of preserving and expanding social justice programs in the face of growing backlash against racial justice education. It advocated for an education system that equips all students to critically examine societal inequities and actively contribute to a more just and equitable world.
Recommended Citation
Novalis-Edwards, Rebecca Rose, "Repairing Misconceptions of Racial Justice Education: A Journey into Students’ Experiences in a High School Social Justice Program" (2025). LMU Theses and Dissertations. 1324.
https://digitalcommons.lmu.edu/etd/1324
