Conscientious Practice: Post-Master’s Student Affairs Professionals’ Perspectives on Engaging Social Justice

Abstract

Using critical consciousness as a theoretical framework and the qualitative methodology of narrative inquiry, we conducted focus groups and interviews with early career HESA professionals about navigating social justice in their work. Our findings reveal navigating social justice work remains a challenge for many new student affairs educators; however, integrating critical consciousness with an understanding of student development theory may result in more effective and inclusive student affairs practice.