An Investigation Into Student Perceptions of Social Justice Frames in a Course Syllabus
This study applied Lambert’s 3R framework (redistributive, recognitive, and representational justice) to explore the impact of social justice framing and open educational practices on undergraduate students’ perceptions. Using a within-subjects design, 191 participants were exposed to four hypothet...
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| Format: | Article |
| Language: | English |
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International Council for Open and Distance Education (ICDE)
2025-08-01
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| Series: | Open Praxis |
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| Online Access: | https://account.openpraxis.org/index.php/up-j-op/article/view/831 |
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| author | Oya Pakkal Anita Twele Lindsey Gwozdz Rajiv Jhangiani |
| author_facet | Oya Pakkal Anita Twele Lindsey Gwozdz Rajiv Jhangiani |
| author_sort | Oya Pakkal |
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This study applied Lambert’s 3R framework (redistributive, recognitive, and representational justice) to explore the impact of social justice framing and open educational practices on undergraduate students’ perceptions. Using a within-subjects design, 191 participants were exposed to four hypothetical course syllabi, each reflecting different combinations of justice frames and open educational practices. The study examined how these social justice frames influenced students’ intentions to register for the course, their sense of belonging, perceptions of faculty and staff relations, and their evaluation of the instructor. Results indicated that increased social justice framing led to greater intent to register, more positive perceptions of school support and acceptance, better relations with faculty and staff, and higher instructor evaluations. Importantly, the effects of social justice framing were consistent across participants with varying numbers of marginalized identities, suggesting that these interventions may benefit diverse student populations. This study contributes to the literature on social justice and open educational practices by demonstrating how social justice-oriented course design can foster a more inclusive and supportive learning environment.
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| format | Article |
| id | doaj-art-600269ff992c4d82951c22f2a024dc1a |
| institution | Kabale University |
| issn | 1369-9997 2304-070X |
| language | English |
| publishDate | 2025-08-01 |
| publisher | International Council for Open and Distance Education (ICDE) |
| record_format | Article |
| series | Open Praxis |
| spelling | doaj-art-600269ff992c4d82951c22f2a024dc1a2025-08-20T04:02:41ZengInternational Council for Open and Distance Education (ICDE)Open Praxis1369-99972304-070X2025-08-0117310.55982/openpraxis.17.3.831An Investigation Into Student Perceptions of Social Justice Frames in a Course SyllabusOya Pakkal0https://orcid.org/0009-0001-0969-055XAnita Twele1https://orcid.org/0000-0002-9150-5914Lindsey Gwozdz2https://orcid.org/0000-0001-5105-2319Rajiv Jhangiani3https://orcid.org/0000-0002-2357-4782Brock UniversityBrock UniversityCommunity College of Rhode IslandBrock University This study applied Lambert’s 3R framework (redistributive, recognitive, and representational justice) to explore the impact of social justice framing and open educational practices on undergraduate students’ perceptions. Using a within-subjects design, 191 participants were exposed to four hypothetical course syllabi, each reflecting different combinations of justice frames and open educational practices. The study examined how these social justice frames influenced students’ intentions to register for the course, their sense of belonging, perceptions of faculty and staff relations, and their evaluation of the instructor. Results indicated that increased social justice framing led to greater intent to register, more positive perceptions of school support and acceptance, better relations with faculty and staff, and higher instructor evaluations. Importantly, the effects of social justice framing were consistent across participants with varying numbers of marginalized identities, suggesting that these interventions may benefit diverse student populations. This study contributes to the literature on social justice and open educational practices by demonstrating how social justice-oriented course design can foster a more inclusive and supportive learning environment. https://account.openpraxis.org/index.php/up-j-op/article/view/831social justiceopen educational practicesopen pedagogybelongingnessinclusive teaching practicesquasi-experiment |
| spellingShingle | Oya Pakkal Anita Twele Lindsey Gwozdz Rajiv Jhangiani An Investigation Into Student Perceptions of Social Justice Frames in a Course Syllabus Open Praxis social justice open educational practices open pedagogy belongingness inclusive teaching practices quasi-experiment |
| title | An Investigation Into Student Perceptions of Social Justice Frames in a Course Syllabus |
| title_full | An Investigation Into Student Perceptions of Social Justice Frames in a Course Syllabus |
| title_fullStr | An Investigation Into Student Perceptions of Social Justice Frames in a Course Syllabus |
| title_full_unstemmed | An Investigation Into Student Perceptions of Social Justice Frames in a Course Syllabus |
| title_short | An Investigation Into Student Perceptions of Social Justice Frames in a Course Syllabus |
| title_sort | investigation into student perceptions of social justice frames in a course syllabus |
| topic | social justice open educational practices open pedagogy belongingness inclusive teaching practices quasi-experiment |
| url | https://account.openpraxis.org/index.php/up-j-op/article/view/831 |
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