This compact book is constructed using psychological theory and research to empower university
faculty to facilitate student engagement and address student resistance to diversity and social
justice education more effectively. University faculty teaching diversity and social justice
have traditionally encountered various forms of student resistance. Recent cultural trends of
political opposition to teaching critical race theory and other forms of increased polarization
and scapegoating with decreased levels of social tolerance have exacerbated challenges in
promoting student engagement in diversity and social justice education in universities and
colleges. In contrast to traditional models that tend to be confrontational in addressing
student biases the new Moving Towards Social Justice (MTSJ) Relational Partnership
Development Model (RPDM) and process theoretical models seek to build on appropriate
pre-existing strengths interests values and the developmental readiness of students who
might otherwise oppose learning about the contexts lives and predicaments of marginalized
persons living in various intersections of gender race ethnicity national origin
immigration status sexual orientation gender identity and ability disability status. Emphasis
is placed on the development of professional and life skills such as wisdom and intercultural
competence which provide incentives and remove barriers to learning about social justice and
diversity. Project-based learning approaches grounded in a developmental framework to foster
the thriving and well-being of diverse students collaborative partners in the community and
diverse persons served by the community partners are emphasized. The role of empirical
assessment feedback and program refinement over time is also delineated within the models.
Subverting Resistance to Social Justice and Diversity Education: Constructive Approaches with
Undergraduate Students is an indispensable and timely resource for university and college
instructors who teach courses or have significant portions of a class that involve education
around social justice diversity and intersectionality issues such as cross-cultural
psychology multicultural psychology social work sociology intercultural communication and
counseling or clinical practice with individuals or families from diverse social locations.
University officers of diversity faculty development providers and other administrators
interested in empowering university faculty to increase student engagement in social justice
and diversity education also would find the book a useful reference.
