摘要：Despite the centrality of social justice to social work education and practice, the field has lacked clear definitions of the concept leading students to have varying perspectives of understanding and the implication for actions. Understanding how students define and conceptualize social justice has implications for how faculty teach about social justice and challenge student perspectives. This paper utilizes survey data (n=73) collected from undergraduate students enrolled in a social justice minor affiliated with a school of social work in a large public university to understand how these students a) understood social justice, and b) how this understanding influenced their actions. Using a mixed methods approach, we first develop a grounded theory of students’ definitions of social justice based on open-ended survey responses. Second, we statistically test the relationship between definitions of social justice and forms of civic engagement. In the paper, we present contextspecific definitions of social justice and show that different understandings of social justice connect to different types of civic engagement. The paper concludes with a discussion of findings, and implications for teaching and future research.
关键词：social justice;social work education;civic engagement;definitions and actions;undergraduate actions
