Document Type
Article
Publication Date
2016
Abstract
This research explored the development of a social justice orientation and identity in a sample of high school students in Hong Kong. A sample of 12 students, four teachers, the Principal, and the School Counselor were interviewed in depth about the roles of community service, service learning, and social justice in their identities and school activities. Grounded theory was used to analyze the interview data and six main themes and several subcategories emerged: Six themes emerged from the interview data: (1) Community service as a social experience; (2) Service as a personally rewarding experience; (3) Appreciation of cultural differences; (4) Self-awareness and selflessness; (5) Adult support for social justice; and (6) Challenges in developing a social justice agenda. Implications for social justice identity development in counseling and education are discussed.
DOI
10.5539/jedp.v6n2p155
Recommended Citation
Christine J. Yeh, Suellen Lee & Leyla Pérez-Gualdrón. (2016). Relational Social Justice Identity Development among Chinese International High School Students. Journal of Educational and Developmental Psychology, 6(2), 155-165. http://dx.doi.org/10.5539/jedp.v6n2p155
Comments
Published by Canadian Center of Science and Education
Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/)