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Understanding the Disposition of Urban Planning Students Toward Social Justice and Equity Themes:

Understanding the Disposition of Urban Planning Students Toward Social Justice and Equity Themes: This research surveys how graduate level urban planning students think about social justice and equity issues and how academic instruction in urban planning affects the disposition of students toward these issues and themes in the context of their development as urban planning professionals. Although the quantitative findings did not demonstrate that the graduate curriculum and instruction had any appreciable impact on student understanding and navigation of equity and social justice themes, qualitative evidence did suggest that students are understanding and care about issues related to social justice and equity and were interested in incorporating those issues into their professional practice. This research also suggests that graduate academic instruction may fall short in supporting students with the useful integration of social justice and equity issues into their professional practice. Keywords graduate urban planning education, teaching and instruction related to social justice and equity issues, progressive planning practice and advocacy planning, professional urban planning training 1990; Bingham & Mier, 1993; Thomas, 2006). More recent Purpose and Rationale concerns about planning education and its need to address To prepare urban planning students to effectively address issues related to diverse communities has taken the form of equity and social justice considerations in their professional discussions about culturally competent planning education practice, there must be an understanding of their fundamen- (Agyeman & Erickson, 2012). tal opinions, beliefs, and values with respect to equity and Professional planners commit to embracing notions of social justice. If urban planning instructors can gain more social and racial justice as an aspiration in their code of eth- insight into student disposition related to themes of social ics and professional conduct (American Planning Association justice and equity, they can then contour and adjust their [APA]; 2009). Within the advocacy planning approach, now pedagogical approaches and strategies in ways to more effec- often referred to as the “progressive planning” approach tively engage students around those issues, as well as better (Clavel, 1986), there exists a fundamental set of beliefs that support students in their efforts to integrate social justice and value democratic principles of inclusion and participation equity principles into their future professional practice. and encourage planners to play an active role in creating socially and economically just and sustainable communities. That said, there is evidence that the progressive values of Overview planning are having difficulty finding resonance and oppor- The Ideology of Social Justice and Equity in tunity to flourish in planning practice in such a way that they Planning can advance a vision and possibility that embraces equity outcomes (Thomas, 2008, p. 227). Notwithstanding the complexities of developing a social- justice-oriented curriculum as well as the inherent pedagogical challenges related to its delivery, there has been a growing interest in advancing social justice and equity as an important 1 University of Wisconsin at Milwaukee, USA ethic for promoting human rights (Johnston, 2009). Within Corresponding Author: the discipline of urban planning, a practice tradition of advo- Kirk E. Harris, Department of Urban Planning, School of Architecture and cacy planning emerged in the 1960s, which focused on Urban Planning, University of Wisconsin at Milwaukee, 2131 E. Hartford promoting equitable and socially just communities (Davidoff, Ave., Milwaukee, WI 53211, USA. 1965; Krumholz & Clavel, 1994; Krumholz & Forester, Email: keharris@uwm.edu Creative Commons CC-BY: This article is distributed under the terms of the Creative Commons Attribution 3.0 License (http://www.creativecommons.org/licenses/by/3.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). 2 SAGE Open In 1965, a period of moral and social reckoning in Navigating the realities of the economic markets and the America, Paul Davidoff posited this thought about the role of political environment becomes a key attribute of the plan- planners in promoting democratic and participatory princi- ning practitioner’s reality and is of significant concern for ples in planning: those seeking to infuse social justice and equity priorities into their practice. A series of writings by planning scholars The recommendation that city planners represent and plead the in the Spring 1994 volume of the American Planning plans of many interest groups is founded upon the need to Association Journal examined in retrospect Paul Davidoff’s establish an effective urban democracy, one in which citizens notion of advocacy planning. It was evident that the may be able to play an active role in the process of deciding advancement of equity and social justice objectives remained public policy. Appropriate policy in a democracy is determined salient, if not fundamental to the vision of planning as con- through a process of political debate. The right course of action ceived by Davidoff and advanced by many others, even is always a matter of choice, never of fact. In a bureaucratic age though the various commentators articulate their own unique great care must be taken that choices remain in the area of public insights and challenges associated with implementing view and participation. The ideals of inclusiveness, democracy Davidoff ’s social-justice-oriented planning approach. What is and public participation remain fundamental to community- also evident from those commentaries is that the relevance based planning. (p. 332) and contribution of planning practice rest on the core values of inclusion, equity, and justice that form the democratic con- Davidoff challenged planning educators to train planners text in which planning must be positioned. Also manifested in in ways that required them to invoke their skills to serve the commentaries are a set of ideals closely held by an earlier underrepresented low-income communities, as well as generation of planning scholars and practitioners who con- advance social objectives and transformative social policy sciously embrace their role as change agents (Thomas, 2006, such that racial inequality, economic disenfranchisement, pp. 314-315). social exclusion, and gender and class bias can be contem- plated and grappled with by students in the context of their future planning practice (Checkoway, 1994). In fact, the pro- Social Justice and Equity Pedagogy and the motion of these ideals and values associated with planning Training of Urban Planning Professionals practice have been argued to be the most persuasive Progressive planning professionals, academics, and practitio- approach—if not the only compelling one—for planners to ners alike, many of whom whose worldviews were shaped by assume as they seek to reconcile their professionalism with their experience with or being youthful observers of the civil their political engagement (Marris, 1994; Krumholz & rights movement, recognize that today’s planning students Forester, 1990). Yet, the social justice and equity concerns of may have little or no framework to draw upon, which allows planning must be understood in the context of the political them to understand or translate principles of social justice and history and the political economy of the United States. equity into practice (Thomas, 2006, pp. 314-315). Moreover, Fainstein and Fainstein (1971) posit that there is concern that today’s planning students, many of whom grew up in the post-civil rights era, may have little The United States for a variety of historical and cultural reasons interest or disposition toward issues of equity and social jus- has been dominated by the liberal tradition. This tradition values individualism, accepts the primacy of private interests, and tice. This concern is heightened as there is a growing percep- prefers minimal government. Thus, the very notion of planning, tion that the United States is now moving into a post-racial which assumes an overriding and ascertainable public interest era with the election of its first African American president, that can be maximized through the positive actions of suggesting that issues related to discrimination, social disad- government is antithetical to general American political values. vantage, and equity are becoming less relevant for planners (p. 357) and the discipline as a whole. Thomas (2006), who is recog- nized for her scholarship related to advancing diversity and The liberal ideology that is decidedly in favor of unfet- progressive ideals in the planning field through pedagogical tered free markets makes it very apparent that any planning means, and who is also a proponent for aggressive recruit- practice seeking to address the redistributive injustice and ment of diverse individuals within the student body and plan- inequity of the free market is subject to considerable scrutiny ning school faculty, suggests the planning field would be and countervailing pressure by dominant institutional and better positioned to advance issues of equity and social justice private sector interests. As Markusen noted, if it were more racially diverse. She contends that increasing diversity within the planning field would heighten the “moti- The urban planning profession is losing the battle with vation” of the field to champion the cause of equity and social economics for the shaping of urban space in part because justice; at present, this is not occurring to the degree it should planners value equity as a normative criterion, whereas because the “pain” of those diverse communities is often “left economics values market efficiency. Efficiency has won out in at the door” and never allowed to cross the threshold into the whatever war of values might have taken place. (Markusen, planning process (Thomas, 2008, p. 234). 2000, as cited by Thomas, 2008, p. 227) Harris 3 Professional urban planners serve an important role in cit- Research Methods ies, often acting as facilitators and mediators in rationalizing Survey Design the use of urban space, the deployment of municipal and community resources, and the allocation of community and This study involved a survey (see Appendix A) of first and economic development opportunities. Arguably, planners second year Master of Urban Planning (MUP) students. The must achieve these objectives by asserting their role as a survey queried MUP students on their opinions, beliefs, and mediating influence that balances the needs and interests of values related to social justice and equity in the context of private sector stakeholders with efforts to promote the greater their roles as aspiring urban planning professionals. The sur- public good. The balancing of the public good with the vey was distributed during the initial and final semesters of needs and interests of private stakeholders essentially trans- the students’ tenure in the program to gain an understanding lates into the ultimate distribution of costs and benefits of the influence of the program on student social justice per- within communities, which of course has tremendous bear- spectives. The MUP classes were defined by the year the stu- ing on equity and social justice outcomes. The professional dents entered in the program. The class of 2008 was sampled planning code of ethics requires practitioners to consider prior to students exiting the program, the class of 2009 was issues of race, class, and gender as a context for advancing sampled both in the first and final semesters of the program, social justice and equity. There is an expectation that stu- and the class of 2010 was sampled during the initial semester dents will be equipped in their training to engage and man- of the program. This stratified sampling technique allowed age equity matters within the context of their professional for the capturing of students across three different class years. practice. Although there are numerous skills, technical capa- The survey included 10 multiple choice questions and one bilities, and various sensibilities that planning instructors open-ended question that asked students to offer suggestions must help students develop to ensure their effectiveness as on how the MUP program might improve on its curriculum planning professionals, there is also a firmly held belief that in dealing with issues of race, class, gender, and other social it is equally critical for those teaching in planning schools justice-related topics. Six of the survey questions (Questions today to help students develop a concern for social justice 1-6) aimed to measure the students’ attitudes toward social before they enter professional life (Thomas, 2006). justice and equity by offering students mini-vignettes for According to a 2011 Association of Collegiate Schools of them to respond to, which measured the intensity of their Planning (ACSP) Diversity Taskforce Report, African support for social justice and equity themes. Questions 1 and American and Latino faculty and students are grossly under- 2 sought to gauge student perspectives on the role of profes- represented in American planning programs (Wubneh, 2011). sional planners in propagating social justice and equity ide- This suggests we should not only aggressively work to diver- als. Question 3 assessed student perspectives on the scope sify planning classrooms and planning faculties, but we must and purpose of planning intervention in the context of equity also infuse the planning program curriculum with opportuni- and social justice. Questions 4 and 5 evaluated student beliefs ties for students and faculty—all across the ethnic, racial, related to the efficacy of planners in advancing social justice gender, and economic spectrum—to understand the strug- and equity outcomes in their practice. Question 6 sought to gles, the frustration, and inequalities that too often define the highlight student perspectives on the academic instruction experiences of low-income and working-class communities, strategies that encourage awareness and exploration of social and particularly low-income communities of color. justice and equity issues. The intensity levels of student Understanding how students think about issues of social jus- responses were characterized as a low, moderate, or high tice and equity is the first step in moving students along a level of social justice activism toward social justice and continuum of development from a “polite appreciation” of equity themes. Four questions (Questions 7-10) gathered social justice and equity issues to a transformational internal- predictor information about the students’ background, such ization of these issues as a mandate of professional practice. as comfort discussing topics related to social justice and equity, earlier educational exposure to social justice and equity themes, student perceptions as to whether social jus- Research Question tice and equity concerns will be relevant to their professional The question this exploratory research investigated was practice or work experience, and student perceptions of the threefold: (a) what are the fundamental opinions, beliefs, and effectiveness of their graduate level program in addressing values that urban planning students hold related to social jus- issues of social justice and equity. tice and equity issues; (b) how does academic instruction influence the beliefs, opinions, and values of urban planning Sample students, as well as support their embracing of social justice and equity issues in their professional practice; and (c) how Table 1 shows the total enrollment of students in the MUP do students generally feel about how well social justice and program during the period of the administration of the sur- equity issues are integrated into the instruction and the cur- vey. As we observe, 58 (85%) of the students in the program riculum of their program? are White, with White men and White women comprising 4 SAGE Open Table 1. Total Program Enrollment and Demographics of Master of Urban Planning Students During the Period of the Survey (2008- 2010). Full time (%) Part time (%) Race Male Female Male Female Total White 57.4 20.6 4.4 2.9 58 Black or African American 0.0 1.5 0.0 0.0 1 American Indian or Alaska Native 2.9 0.0 0.0 0.0 2 Asian 0.0 1.5 0.0 2.9 3 Hispanic or Latino 0.0 4.4 0.0 0.0 3 Foreign students 0.0 1.5 0.0 0.0 1 Total students 60.3 29.4 4.4 5.9 68 Table 2. Enrollment Status, Race, and Gender. First year students (2009 and 2010 entering Second year students (2008 and 2009 entering classes) (%) classes) (%) Full time Part time Full time Part time Race Male Female Male Female Total Male Female Male Female Total White 51.4 24.3 5.4 2.7 31 64.5 16.1 3.2 3.2 27 Black or African American 0.0 2.7 0.0 0.0 1 0.0 0.0 0.0 0.0 0 American Indian or Alaska Native 2.7 0.0 0.0 0.0 1 3.2 0.0 0.0 0.0 1 Asian 0.0 2.7 0.0 2.7 2 0.0 0.0 0.0 3.2 1 Hispanic or Latino 0.0 5.4 0.0 0.0 2 0.0 3.2 0.0 0.0 1 Foreign students 0.0 0.0 0.0 0.0 0 0.0 3.2 0.0 0.0 1 Total % of students 54.1 35.1 5.4 5.4 37 67.7 22.6 3.2 6.5 31 62% and 23%, respectively, of the total population of stu- year and who had completed the program were aggregated. dents. The MUP program had one African American student, This allowed us to compare the responses of students who two Native American students, three Asian American stu- were at the beginning of their tenure to those who were com- dents, three Latino students, and one foreign-born student pleting their tenure in the MUP program. To summarize the comprising 1.5%, 2.9%, 4.4%, 4%, and 1.5%, respectively, results of the closed-ended survey responses, descriptive sta- of the total population of students. tistics were developed. Bar charts were produced to assess Table 2 shows the demographic distribution for the first and the aggregate response patterns and differences in responses second year classes of students who were surveyed. The of students who were in their initial year of the MUP pro- demographics for the first and second year classes illustrates gram as compared with the responses of students who were that within both classes substantially more than 50% of the completing the program. A series of chi-square tests were students are White men, with White women comprising 20% conducted to determine whether there were significant dif- or more of the student sample. In terms of the racial demo- ferences in the responses between first and second year stu- graphics, there are no significant differences in the racial com- dents and to determine whether there was any relationship position of the first and second year classes. Therefore, we between student responses to Questions 1 through 6 and the would not expect any difference between the first and second predictor data collected from student responses to Questions year student response rates based on class demographics. 7 to 10. Finally, responses to the open-ended questions were analyzed by grouping them thematically and then undertak- ing a thorough review of those responses. Analytical Methods The survey data were combined according to when the stu- Results dents were surveyed; thus individual response data were combined so that the responses from individuals just begin- Student responses to the closed-ended questions were ning the program (i.e., first year students) were aggregated, assessed as being low, moderate, or high in terms of social and responses from individuals who were in their second justice activism based on how supportive the student was of Harris 5 Figure 1. Distribution of responses of first year students to social justice and equity themes. Figure 2. Distribution of responses of second year students to social justice and equity themes. the social justice and equity theme presented in Questions 1 initial and final years in the graduate program. The survey to 6. Figures 1 and 2 compare the response distribution of distribution results suggest some fluctuation among respon- first and second year students to Questions 1 to 6 of the sur- dents identifying with moderate versus low levels of activ- vey. The general trend is that both first and second year stu- ism, with slightly more second year students having a dents have a tendency to display moderate or high levels of preference for low levels of activism attitudes and slightly activism attitudes across all questions. more first year students having a preference for moderate Over 75% of students from both the first and second grad- levels of activism. uate class years express either a moderate- or high-level dis- Thirty three percent of all students surveyed displayed a position toward social justice activism, as compared with the disposition for high levels of activism, with the exceptions of approximately 20% to 25% of students who demonstrate a second year student responses in relationship to Question 4, disposition for low levels of activism relative to social justice which assessed student perceptions of the efficacy of urban and equity. However, a more detailed comparison of the planners. In Question 4, there was a decline in the percentage responses from first and second year students indicates some of second year students who strongly believed in the efficacy students’ attitudes toward social justice shifted between their of planner, less than 25% as compared with their first year 6 SAGE Open Table 3. Mean Value Results for Social Justice Activism Disposition Responses by Year in the Program. Year 1 Year 2 Low Moderate High Low Moderate High M 5.3% 39.7% 55.0% 9.3% 34.8% 55.9% SE 0.022 0.066 0.06 0.032 0.067 0.075 SD 0.078 0.229 0.209 0.11 0.232 0.259 Two-tailed p value Degrees of freedom Low activism disposition .109 11 Moderate activism disposition .104 11 High activism disposition .833 11 counterparts whose percentages were at 35%. The percent- years in the program, there was a shift among some students age of high activism preferences varied by question, but nei- in their second year of the program, more second year stu- ther class demonstrated a substantially greater preference for dents demonstrated a lower level activism disposition toward high levels of activism. A substantial number of students social justice issues as those students neared completion of within the sample displayed a disposition for moderate levels the master’s program. Consequently, the results may indicate of activism. that some students become more neutral or dispassionate Although there are similar trends in the social justice atti- about social justice and equity issues as they progress to the tudes of first and second year graduate classes, some differ- final year of the program. ences in responses to particular questions were found. Overall, first year students tended to be slightly more likely Mean Values of Social Justice Activism Responses to show moderate activism versus high activism disposition when compared with second year students. In all questions The mean values of response percentages of first and second (except for Question 2, which examined students’ perspec- year students were compared to examine how the program tive on the role of professional planners in propagating social curriculum may have influenced student perceptions regard- justice and equity ideals in the context historical patterns of ing social justice activism. Table 3 shows the trends in the racial and gender discrimination and exclusion in the United mean values associated with the student responses. States), a greater percentage of first year students than sec- Notwithstanding the aforementioned difference between first ond year students selected a moderate response. With respect and second year student responses discussed earlier, there to Question 5, which highlights the role of professional plan- appears to be no statistically significant distinction between ners in addressing issues of economic and social justice, first Year 1 and Year 2 students with respect to their attitudes year students had a much larger moderate activism response toward social justice activism. The percentages of social jus- as compared with second year students, who tended to dis- tice disposition responses were also evaluated by year: first play a preference for low activism. Questions 3 and 4 asked year (initial year) and second year (final year) in the program. students about their perspectives related to the role of plan- It appears that matriculation through the MUP program does ners in promoting equitable market outcomes and the power not affect student disposition toward social activism. of planners to influence policy decisions, respectively. For both of these questions, moderate social justice activism atti- Chi-Square Analysis of Predictor Data and Levels tudes were markedly greater in first year students compared of Student Disposition Toward Social Justice with second year students. Activism Overall, the survey distribution results suggest that a slightly greater number of second year students demonstrated Table 4 provides a snapshot of aggregate student responses a low activism disposition when compared with first year to the Predictor Questions 7 to 10. Student responses to the students. In all questions except for Questions 6 and 2 (that predictor questions were categorized as low, moderate, or dealt with instructional strategies that encourage social jus- high. A chi-square analysis was used to determine whether tice awareness and the planner’s role in propagating social any relationship exists between the four predictor variables justice given historic patterns of racial and gender inequality, (as measured by Questions 7-10) and student responses to respectively), no students selected a low activism response. the social justice activism categories (as measured by More second year students showed a disposition toward low- Questions 1-6). level activism compared to their first year counterparts. This Table 5 highlights the relationship between students’ dis- pattern reveals that while the majority of students held mod- position toward social justice activism and their level of erate or high activist stances in both their initial and final experience and exposure to social justice issues in previous Harris 7 Table 4. Distribution of Aggregate Student Responses to the Predictor Questions 7 to 10. Percentage Low Moderate High Educational exposure to social justice 39.2 41.9 18.9 Comfort level discussing race, class, or gender 5.4 64.9 29.7 Likelihood equity issues will be professionally important 8.0 56.0 36.0 Effectiveness of program in addressing equity 28.2 14.1 57.7 Table 5. Social Justice Disposition Response to Question 7: What Statement Best Describes Your Educational Experience Prior to Attending the Master of Urban Planning Program? No social justice Limited social justice Regular social justice education experience education experience education experience Total Social justice disposition response 1st year 2nd year 1st year 2nd year 1st year 2nd year 1st year 2nd year Low social justice activism 0 3 3 2 1 0 4 5 Moderate social justice activism 12 5 5 5 1 4 18 14 High social justice activism 15 10 13 10 1 7 29 27 Total 27 18 21 17 3 11 51 46 2 2 Note. First year: χ (4) =7.54, p = .110. Second year: χ (4) =2.07, p = .733. Table 6. Social Justice Disposition Response to Question 8: What Statement Most Accurately Describes How You Feel? Low comfort level Moderate comfort level High comfort level discussing race, class, discussing race, class, or discussing race, class, or gender issues gender issues or gender issues Total Social justice disposition response 1st year 2nd year 1st year 2nd year 1st year 2nd year 1st year 2nd year Low social justice activism 0 1 4 2 0 2 4 5 Moderate social justice activism 2 0 14 8 1 6 17 14 High social justice activism 0 2 24 15 5 11 29 28 Total 2 3 42 25 6 19 50 47 2 2 Note. First year: χ (4) = 5.69, p = .224. Second year: χ (4) = 2.09, p = .718. academic settings. Results suggest that for first year and sec- also present among second year students, with fewer stu- ond year students, there appear to be no statistically signifi- dents expressing moderate comfort and more expressing cant relationship between their former educational experience high levels of comfort with social justice themes. These sec- and their disposition toward social justice activism. Although ond year students also expressed a preference for a higher a significant number of first year students with limited or no level of social justice activism. exposure to social justice themes in their previous educa- Although not statistically significant, the data in Table 7 tional experience demonstrated a disposition toward high illustrate that first and second year students who believe levels of social justice activism, this was significantly less equity issues will be or might possibly be important in their true for second year students. work as a professional planner are more likely to express a With respect to the connection between comfort level (as disposition toward a high level of social justice activism. it relates to discussing social justice issues) and student dis- Finally, although not statistically significant, the findings in position toward activism, Table 6 suggests that there is no Table 8 show a tendency for first and second year students relationship between levels of comfort and disposition who indicate that the MUP program does a good job in toward social justice activism for either first or second year addressing equity issues to also display a disposition toward students. However, a significant number of first year stu- high levels of social justice activism. dents who indicated a moderate to high level of comfort As discussed, matriculation through the MUP program did engaging social justice themes also demonstrated a greater not have any statistically significant effect on student disposi- disposition toward high social justice activism. This trend is tion toward social activism. In addition, various predictor 8 SAGE Open Table 7. Social Justice Disposition Response to Question 9: What Statement Most Accurately Describes What You Think? Unlikely equity issues Possibly equity issues Likely equity issues will be important as a will be important as a will be important as a professional planner professional planner professional planner Total Social justice disposition response 1st year 2nd year 1st year 2nd year 1st year 2nd year 1st year 2nd year Low social justice activism 1 0 3 3 0 2 4 5 Moderate social justice activism 1 0 11 7 6 7 18 14 High social justice activism 2 2 15 15 12 10 29 27 Total 4 2 29 25 18 19 51 46 2 2 Note. First year: χ (4) = 3.81, p = .432. Second year: χ (4) = 1.87, p = .760. Table 8. Social Justice Disposition Response to Question 10: What Statement Most Accurately Describes What You Think? MUP program does a MUP program does MUP program does a poor job addressing a fair job addressing good job addressing equity issues equity issues equity issues Total Social justice disposition response 1st year 2nd year 1st year 2nd year 1st year 2nd year 1st year 2nd year Low social justice activism 1 2 0 1 2 2 3 5 Moderate social justice activism 3 4 2 2 12 8 17 14 High social justice activism 7 10 4 2 16 16 27 28 Total 11 16 6 5 30 26 47 47 2 2 Note. First year: χ (4) = 1.14, p = .888. Second year: χ (4) = 1.34, p = .854. MUP = Master of Urban Planning. variables did not prove to be statistically connected to the improving the delivery and approach to promoting social student disposition toward social justice and equity. justice and equity themes within the instructional framework Furthermore, there was no statistically significant relation- of the curriculum. ship between former educational experience and disposition The students’ comments were organized into four basic toward social justice activism. That said, some students who categories: showed more comfort toward engaging in social justice issues also were more likely to have higher levels of activ- •• Appreciating the complexity of the social justice ism. This finding suggests that these students’ disposition dialogue toward higher levels of social justice activism can be attrib- •• Preparation for the social justice dialogue uted to something outside of the realm of their classroom •• Advancing strategies for teaching and learning as it experience, indicating the need for more experiential or more relates to social justice issues applied learning opportunities. •• Exploring new instructional options for supporting It should be noted that the sample size may have limited discussion of social justice and equity issues the usefulness of the results from this specific data survey. However, the data trends in the study regarding the curricu- Appreciating the Complexity of the Social Justice lum’s impact on student disposition toward social justice and Dialogue equity suggest that (a) the instruction on issues of social jus- tice and equity in planning had little or no impact or (b) there The program discusses the issue but places little emphasis on were not enough classes or opportunities for discussion how to respond to it. The program is too focused on the built about social justice and equity in the program to create a sus- form of planning rather than on issues that are often unseen. tained resonance with the students. Students often acknowledged the complexity of the social justice dialogue, as evidenced by one student’s question: “ . . . Qualitative Findings: Student how do we balance the need to be neutral and technical Reflections and Comments experts, yet incorporate social justice into that?” They saw The final question on the survey was open-ended, asking stu- that social justice comprises areas of emphasis including dents to offer ideas related to integrating race, class, and gen- environmental problems, class issues, education, affordable der issues into the MUP program curriculum. Students housing, safe living environments, and more. Students stated offered a number of thoughts, reflections, and strategies for that race and class issues are becoming even more important Harris 9 today, and that it is important to not overlook the historical should suggest classes for them to take outside of the pro- context of socioeconomic issues. Students desired more dis- gram if none were available within urban planning. Students cussions to address these issues essential to planning prac- wanted to see topics of race, class, and gender discussed in tice. Examples mentioned for study were the intertwining of less of an abstract context and in more historical and practi- environmental problems and social justice, mixed-income cal ways. They wanted applied classes so they would be able neighborhood planning, and practical ways to address social to serve their community at large while being exposed to race justice issues in everyday planning practice. and class issues in a controlled and structured environment. Suggestions were made for the planning program to connect with community leaders who are already working on issues Preparation for the Social Justice Dialogue of social justice and equity: “We need real-life case studies Overall, I think educators still believe it is a “touchy” subject dealing with these issues. Also, dealing with race, class, and and may try to shy away from it. However, I feel it is relevant to gender issues require a base knowledge of economics and learn/talk about it. Personally, when in a group of all whites I political science, so incorporating these into the curriculum feel comfortable talking about it, but when I am in a mixed would be beneficial as well.” group, I feel uncomfortable and slightly embarrassed. The students’ comments and reflections offer some impor- tant insights for instructional and pedagogical consider- Rather than shying away from dialogue about social justice, ations. In general, students believe social justice issues need students embraced it and lamented that the academic program to be given more emphasis and support, with higher levels of did not do more to foster it. They wanted social justice to be specificity and regularity in terms of course materials, class directly addressed in class and wanted professors to have train- discussion, and opportunities to be exposed to community ing on how to facilitate these types of discussions. Some stu- and professional stakeholders who navigate the complexities dents felt social justice and equity issues were only discussed in of social justice issues in their daily lives and/or practice. classes as tangential side topics and others noted a lack of com- Students express a desire for effectively facilitated, frank, fort in discussing sensitive issues of race and class, especially and balanced discourse about social justice and equity that is with other students of a much different background. solution oriented and practice focused. Students also expressed an interest in having more courses available to Advancing Strategies for Teaching and Learning them specifically dedicated to social justice issues and as it Relates to Social Justice Issues themes: “I think issues of race, class, and gender should be directly addressed through instruction when talking about [LOCATION] is a place full of local race, class and gender planning. It’s important! Instruction on diversity topics by issues. More real local examples would be helpful to hit the diverse instructors educated on the issues.” point home. Comparing these qualitative comments with the quantita- tive findings, it is fair to conclude that urban planning pro- Students expressed an awareness of the fact that their class grams should look for ways to better integrate social justice lacked racial and ethnic diversity and wished for more opportu- and equity topics into their current coursework and to poten- nities to discuss social justice and equity issues in class. They tially establish a new class or classes focusing exclusively on acknowledged privilege and felt it was important for them to get urban social justice. Because students with greater comfort out of the classroom and their comfort zones and into the com- levels involving discussion are also likely to be more ori- munity. Students wanted case studies, seminars, and a required ented toward social justice, instructors should find ways for social justice course that directly works on building solutions these students to help lead discussions. All students will and strategies that address social and economic inequality. enter discussions with different comfort levels, and it is important to create a safe atmosphere. Exploring New Instructional Options for Planning programs might also consider surveying their new students and graduating students on an ongoing basis to Supporting Exploration Into Social Justice Themes track changes in social justice activism, and to make changes I think one of the Planning Policy Analysis course cases should to the curriculum accordingly. Programs also have to be stra- be centered on these issues (one or all of them) to give us some tegic in terms of increasing the confidence of second year practical experience to go along with what we have learned in individuals who might experience a drop in confidence from class. Hearing about the issues and actually experiencing the Year 1 to Year 2 in term of being able to integrate social jus- difficulties associated with solving/improving them are very tice and equity practices into their professional career. different, and I believe that could be addressed while we are still in the structured and controlled setting that the program provides. There is a likelihood that second year students’ confidence levels declined because they gained a greater understanding of Some students expressed their desire for a class dedicated the political issues that can stand in the way of change. to social justice and equity issues. Many believed such a class Educators should inspire students and ensure social-justice- should be mandatory and that the urban planning program and equity-focused planning education prepares students for 10 SAGE Open the challenges ahead so that students are empowered and not a pedagogical vantage point. In the words of one respondent, discouraged by the difficulties and barriers they may con- “Talking about it in the classroom helps, but getting us out of front in advancing a social justice and equity agenda as an our comfort zone will do more.” There was a mixed opinion important component of their professional practice. among students about the effectiveness of the program with respect to engaging issues around social justice. However, there was a general sense that more applied and practical Conclusion knowledge related to these issues would serve students more We should be exposed to more situations where there are persons effectively as they prepare for professional practice: of different races/classes to feel out what it is like to do work in that context. I think the program addresses these concepts well enough in class, but could put more emphasis on how to work for these This exploratory study offers some interesting insights concepts in a tangible way. Race and class issues are especially into the disposition of graduate planning students toward difficult to approach, since those are usually multi-faceted problems. social justice activism. Survey results showed students of all races and genders are very much in tune with and care about That said, many students also expressed an interest in issues related to social justice and equity. The first and sec- being challenged and inspired to promote social justice and ond year class cohorts of the MUP program covered under equity in their professional practice. Moreover, many stu- this study displayed moderate to high levels of support for dents from the first and second year classes indicated they the application of social justice and equity issues in the con- would be working for organizations after graduation where text of their training as professional planners. A significant issues of race, class, and gender would be important consid- number of students in the class cohorts covered by the survey erations within their work. tended to enter into the MUP program with a disposition The findings of this study are limited but encouraging. toward high levels of social justice activism. This was true Planning students continue to show interest in upholding val- even when they had limited or no exposure to social justice ues of social justice within the context of their planning prac- issues in their previous academic experiences. It appears the tice. The comments from students, which capture some of MUP program attracts planning students who have support- the qualitative aspects of the research, suggests that student ive views of social justice activism within the context of input can play a significant and strategic role in helping plan- planning practice. However, as students matriculated through ning programs consider how instructional and pedagogical the program, the curriculum did not appear to have much approaches might be improved to better support student effect on the disposition of students toward social justice learning. This is an important charge for faculty within plan- activism. Notably, second year students displayed more of a ning schools, which deserves to be taken seriously. More tendency toward low levels of social justice activism. This research is needed to perfect strategies for introducing and may suggest that if students are introduced to complex social managing social justice and equity issues and themes within justice concepts but are not also given strategies to navigate the planning curriculum. These issues related to social the realities of these issues within their professional practice, justice and equity are only becoming far more complex, they may default to a disposition toward lower levels of nuanced, and challenging to understand and manage. Future social justice activism. research might focus on surveying a larger sample of stu- A significant number of students felt moderately comfort- dents across a few planning schools to see if the trends sug- able talking about issues related to race, class, and gender gested here are generalizable and provide insight for and also believed that issues of social justice will possibly be recommended changes to planning programs that could be important in their practice as professional planners, which is advocated for and adopted. certainly an important foundation upon which to build from Harris 11 Appendix A: Questionaire 12 SAGE Open Survey instrument. Harris 13 •• “I have not been exposed to many classes yet. However, Appendix B: Summary of All of the classes I have had, there doesn’t seem to be as Qualitative Student Responses Group much discussion of race, class, or gender as there could by Catagory be. A lot of times, it seems to be brought up as an aside or an afterthought. I have had a lot of educational back- Open-Ended Questionnaire Responses ground with issues of diversity so I may share a differ- Appreciating the Complexity of the Social Justice Dialogue ent viewpoint from others. I really believe the program •• “As professionals how do we balance the need to be needs to make more effort to not just educate students neutral and technical experts, yet incorporate social about diversity but to also have open, engaging discus- justice into that?” sions about it. People can be scared to do this at first, •• “The department does a good job of bringing social but it is the only way you can start to get comfortable justice issues to the forefront. Although, I believe it is with issues that initially feel very uncomfortable.” important to balance social justice along with the other facets of planning. Not drown out other impor- Advancing Strategies for Teaching and Learning as It Relates to tant discussions.” Social Justice Issues •• “Want more discussion on environmental issues and •• “We all understand the problems—but only in limited social justice. Locating of factories or pollutant trad- capacity. I think there should be more invitations to ing near economically depressed or minority areas. planning professionals who face political/economic How do we plan for infrastructure in relationship to hurdles in addressing the issues of race/class.” these areas?” •• “For a largely privileged, White class to understand •• “I think class issues are becoming more relevant today race, there has to be more interaction. A required class and are much more often overlooked. Mixed income dealing with social justice with a project in a minority neighborhood planning would be really interesting to neighborhood that deals with structural issues. Talking study—both how it could be successful and why it about it in the classroom helps, but getting us out of isn’t attempted often in the United States.” our comfort zone will do more.” •• “The program discusses the issue but places little •• “[LOCATION] is a place full of local race, class, and emphasis on how to respond to it. The program is too gender issues. More real local examples would be focused on the built form of planning rather than on helpful to hit the point home.” issues that are often unseen.” •• “Emphasize solutions to inequities more.” •• “Critical to make clear to students gender, racial, and •• “By providing seminars in related topics where profes- socioeconomic problems of the past are not fully sionally how to apply it should be properly understood.” resolved because we feel the impacts of that legacy in •• “Continue with the discussion, but combine it with the way our world is organized today, that is, who has more case studies from around the nation.” power, who is politically active, the segregation of cit- •• “I think the program addresses these concepts well ies, and the complete disproportionate sharing of eco- enough in class, but could put more emphasis on how nomic factors such as the means of production. Also, to work for these concepts in a tangible way. Race and access to proper/good education, affordable housing, class issues are especially difficult to approach, since and a safe environment.” those are usually multi-faceted problems.” •• “We should be exposed to more situations where there Preparation for the Social Justice Dialogue are persons of different races/classes to feel out what •• “Overall, I think educators still believe it is a ‘touchy’ it is like to do work in that context.” subject and may try to shy away from it. However, I •• “Try to enroll more women and minorities into the feel it is relevant to learn/talk about it. Personally, program, if possible. Highlight women and minorities when in a group of all Whites I feel comfortable talk- in lectures/discussion/readings. Mix-up classroom ing about it, but when I am in a mixed group, I feel activities.” uncomfortable and slightly embarrassed.” •• “Consider cultural sensitivity training, cross-training New Instructional Infrastructure for Supporting Exploration Into with different programs, and prepare professors to Social Justice Themes facilitate and discuss these issues.” •• “Dedicate a specific course solely to social justice •• “Teach as part of courses but do not preach.” issues.” •• “I think issues of race, class, and gender should be •• “Explore more case studies related to these issues.” directly addressed through instruction when talking •• “I think a mandatory ethnic studies component should about planning. It’s important! Instruction on diver- be enacted. I think these issues are central to things we sity topics by diverse instructors educated on the will encounter in our professional lives.” issues.” 14 SAGE Open •• “We should add a mandatory core class which deals social issues in America with other nations/regions with gender, race, equity, and the planning process— (developed or developing).” both throughout history and currently.” •• “I think the program as a whole does a good job •• “Issues of diversity are often glossed over in class. I of discussing these issues. More focus could be believe that a multicultural/diversity issues class given to the specific segregation issues we face in should be required in the planning program.” [LOCATION].” •• “Offer more courses on race issues. Have more mate- •• “We need real-life case studies dealing with these rial on race presented during required courses. Maybe issues. Also, dealing with race, class, and gender have a ‘specialty’ division of the MUP program that issues require a base knowledge of economics and deals with these issues. The program should suggest political science, so incorporating these into the cur- courses if they’re not available in School of riculum would be beneficial as well. Architecture and Urban Planning.” Declaration of Conflicting Interests •• “I think one of the Planning Policy Analysis course cases should be centered on these issues (one or all of The author(s) declared no potential conflicts of interest with respect them) to give us some practical experience to go along to the research, authorship, and/or publication of this article. with what we have learned in class. Hearing about the issues and actually experiencing the difficulties asso- Funding ciated with solving/improving them are very different, The author(s) received no financial support for the research and/or and I believe that could be addressed while we are still authorship of this article. in the structured and controlled setting that the pro- gram provides.” Notes •• “More discussions/reading about planning history/ 1. See American Planning Association’s Journal of the American theory that concern issues of race, class, and gender Planning Association; Spring 1994; 60, 2. issues and much more emphasis when discussing eco- 2. While there has been significant philosophical discourse on nomic tools that developers and planners use about the definition of the “public good” and what we mean when we exactly what these data sets/calculations quantify and use the term the “public good,” the advocacy and progressive the inherent class/racial assumptions within.” planning tradition suggest that racial, class, and gender equity along with economic and environmental justice are the critical •• “The first year, first semester approaches the issue on concerns related to advancing the public good. a very abstract basis. Issues of social justice are men- tioned, and equity/advocacy/participatory planning References methods are praised or deemed correct, without much rational argument to support the conclusion. Although Agyeman, J., & Erickson, J. S. (2012). Culture, recognition, and the negotiation of difference: Some thoughts on cultural com- we look at historical planning processes, not much is petency in planning education. Journal of Planning Education said as to why, or what effect, these earlier planning and Research, 32, 358-366. actions and theories contribute to our current situa- American Planning Association. (2009). AICP code of ethics and tions. However, if it is a stated priority of the program, professional conduct. Retrieved from planning.org/ethics/eth- then a mandatory class can be constructed to deal with icscode.htm social stratification, inequality, and social justice Bingham, R. D., & Mier, R. (1993). Theories of local economic issues. I would say the most important thing is to get development: Perspectives from across the disciplines. out and get practical. You don’t have to step far from Newbury Park, CA: SAGE. our East Side of [LOCATION] Ivory Tower to come Checkoway, B. (1994). Paul Davidoff and advocacy planning in face to face with communities facing serious chal- retrospect. Journal of the American Planning Association, 60, lenges in this regard. Get the planning program tightly 139-143. Clavel, P. (1986). The progressive city. New Brunswick, NJ: hooked up with CBOs working in these fields, and let Rutgers University Press. the students see how it’s lived, and involved in the Davidoff, P. (1965). Advocacy and pluralism in planning. Journal efforts. This is a powerful opportunity for learning of the American Planning Association, 31, 331-338. and serving.” Fainstein, S. S. (2006). Planning and the just city. In P. Marcuse, •• “I think, at present the MUP program just touches J. Connolly, J. Novy, I. Olivo, C. Potter, & J. Steil (Eds.), upon race/class and or gender issues with respect to Searching for the just city: Debates in urban theory and prac- planning history. For a deeper understanding of these tice (pp. 19-39). New York, NY: Routledge. issues, maybe a joint seminar or lecture series with the Fainstein, S. S., & Fainstein, N. I. (1971). City planning and politi- sociology department may help. Also, at least, an over- cal values. Urban Affairs Quarterly, 6, 341-362. view on these issues on an international level is Johnston, J. (2009). Prioritizing rights in the social justice curricu- required. This would offer a good platform to compare lum. Studies in Philosophy and Education, 28, 119-133. Harris 15 Krumholz, N., & Clavel, P. (1994). Reinventing cities: Equity plan- Wubneh, M. (2011). Commentary: Diversity and minority faculty ners tell their stories. Philadelphia, PA: Temple University Press. perception of institutional climate of planning schools—Results Krumholz, N., & Forester, J. (1990). Making equity planning work. from the climate survey. Journal of Planning Education and Research, 31, 340-350. Philadelphia, PA: Temple University Press. Markusen, A. (2000). Planning as craft and as Philosophy. In L. Rodwin & B. Sanyal (Eds.), The profession of city planning Author Biography (pp. 261-274). Rutgers, NJ: Center for Urban Policy. Kirk E. Harris is a professor of urban planning who has straddled Marris, P. (1994). Advocacy planning as a bridge between the pro- the line between professional practice and academic endeavors all fessional and the political. Journal of the American Planning of his career. His experience as a lawyer, non-profit executive, and Association, 60, 143-146. community development practitioner has forged a set of research Thomas, J. M. (2006). Teaching planning history as a path to social interests focused on race and class and social and economic justice. justice. Journal of Planning History, 5, 314-322. In his pedagogy, he has a commitment to challenging his students to Thomas, J. M. (2008). The minority-race planner in the quest for a embrace a professional practice that advances a more democratic just city. Planning Theory, 7, 227-247. and justice-oriented world. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png SAGE Open SAGE

Understanding the Disposition of Urban Planning Students Toward Social Justice and Equity Themes:

Harris, Kirk E.
SAGE Open , Volume 5 (3): 1 – Sep 23, 2015
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Abstract

This research surveys how graduate level urban planning students think about social justice and equity issues and how academic instruction in urban planning affects the disposition of students toward these issues and themes in the context of their development as urban planning professionals. Although the quantitative findings did not demonstrate that the graduate curriculum and instruction had any appreciable impact on student understanding and navigation of equity and social justice themes, qualitative evidence did suggest that students are understanding and care about issues related to social justice and equity and were interested in incorporating those issues into their professional practice. This research also suggests that graduate academic instruction may fall short in supporting students with the useful integration of social justice and equity issues into their professional practice. Keywords graduate urban planning education, teaching and instruction related to social justice and equity issues, progressive planning practice and advocacy planning, professional urban planning training 1990; Bingham & Mier, 1993; Thomas, 2006). More recent Purpose and Rationale concerns about planning education and its need to address To prepare urban planning students to effectively address issues related to diverse communities has taken the form of equity and social justice considerations in their professional discussions about culturally competent planning education practice, there must be an understanding of their fundamen- (Agyeman & Erickson, 2012). tal opinions, beliefs, and values with respect to equity and Professional planners commit to embracing notions of social justice. If urban planning instructors can gain more social and racial justice as an aspiration in their code of eth- insight into student disposition related to themes of social ics and professional conduct (American Planning Association justice and equity, they can then contour and adjust their [APA]; 2009). Within the advocacy planning approach, now pedagogical approaches and strategies in ways to more effec- often referred to as the “progressive planning” approach tively engage students around those issues, as well as better (Clavel, 1986), there exists a fundamental set of beliefs that support students in their efforts to integrate social justice and value democratic principles of inclusion and participation equity principles into their future professional practice. and encourage planners to play an active role in creating socially and economically just and sustainable communities. That said, there is evidence that the progressive values of Overview planning are having difficulty finding resonance and oppor- The Ideology of Social Justice and Equity in tunity to flourish in planning practice in such a way that they Planning can advance a vision and possibility that embraces equity outcomes (Thomas, 2008, p. 227). Notwithstanding the complexities of developing a social- justice-oriented curriculum as well as the inherent pedagogical challenges related to its delivery, there has been a growing interest in advancing social justice and equity as an important 1 University of Wisconsin at Milwaukee, USA ethic for promoting human rights (Johnston, 2009). Within Corresponding Author: the discipline of urban planning, a practice tradition of advo- Kirk E. Harris, Department of Urban Planning, School of Architecture and cacy planning emerged in the 1960s, which focused on Urban Planning, University of Wisconsin at Milwaukee, 2131 E. Hartford promoting equitable and socially just communities (Davidoff, Ave., Milwaukee, WI 53211, USA. 1965; Krumholz & Clavel, 1994; Krumholz & Forester, Email: keharris@uwm.edu Creative Commons CC-BY: This article is distributed under the terms of the Creative Commons Attribution 3.0 License (http://www.creativecommons.org/licenses/by/3.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). 2 SAGE Open In 1965, a period of moral and social reckoning in Navigating the realities of the economic markets and the America, Paul Davidoff posited this thought about the role of political environment becomes a key attribute of the plan- planners in promoting democratic and participatory princi- ning practitioner’s reality and is of significant concern for ples in planning: those seeking to infuse social justice and equity priorities into their practice. A series of writings by planning scholars The recommendation that city planners represent and plead the in the Spring 1994 volume of the American Planning plans of many interest groups is founded upon the need to Association Journal examined in retrospect Paul Davidoff’s establish an effective urban democracy, one in which citizens notion of advocacy planning. It was evident that the may be able to play an active role in the process of deciding advancement of equity and social justice objectives remained public policy. Appropriate policy in a democracy is determined salient, if not fundamental to the vision of planning as con- through a process of political debate. The right course of action ceived by Davidoff and advanced by many others, even is always a matter of choice, never of fact. In a bureaucratic age though the various commentators articulate their own unique great care must be taken that choices remain in the area of public insights and challenges associated with implementing view and participation. The ideals of inclusiveness, democracy Davidoff ’s social-justice-oriented planning approach. What is and public participation remain fundamental to community- also evident from those commentaries is that the relevance based planning. (p. 332) and contribution of planning practice rest on the core values of inclusion, equity, and justice that form the democratic con- Davidoff challenged planning educators to train planners text in which planning must be positioned. Also manifested in in ways that required them to invoke their skills to serve the commentaries are a set of ideals closely held by an earlier underrepresented low-income communities, as well as generation of planning scholars and practitioners who con- advance social objectives and transformative social policy sciously embrace their role as change agents (Thomas, 2006, such that racial inequality, economic disenfranchisement, pp. 314-315). social exclusion, and gender and class bias can be contem- plated and grappled with by students in the context of their future planning practice (Checkoway, 1994). In fact, the pro- Social Justice and Equity Pedagogy and the motion of these ideals and values associated with planning Training of Urban Planning Professionals practice have been argued to be the most persuasive Progressive planning professionals, academics, and practitio- approach—if not the only compelling one—for planners to ners alike, many of whom whose worldviews were shaped by assume as they seek to reconcile their professionalism with their experience with or being youthful observers of the civil their political engagement (Marris, 1994; Krumholz & rights movement, recognize that today’s planning students Forester, 1990). Yet, the social justice and equity concerns of may have little or no framework to draw upon, which allows planning must be understood in the context of the political them to understand or translate principles of social justice and history and the political economy of the United States. equity into practice (Thomas, 2006, pp. 314-315). Moreover, Fainstein and Fainstein (1971) posit that there is concern that today’s planning students, many of whom grew up in the post-civil rights era, may have little The United States for a variety of historical and cultural reasons interest or disposition toward issues of equity and social jus- has been dominated by the liberal tradition. This tradition values individualism, accepts the primacy of private interests, and tice. This concern is heightened as there is a growing percep- prefers minimal government. Thus, the very notion of planning, tion that the United States is now moving into a post-racial which assumes an overriding and ascertainable public interest era with the election of its first African American president, that can be maximized through the positive actions of suggesting that issues related to discrimination, social disad- government is antithetical to general American political values. vantage, and equity are becoming less relevant for planners (p. 357) and the discipline as a whole. Thomas (2006), who is recog- nized for her scholarship related to advancing diversity and The liberal ideology that is decidedly in favor of unfet- progressive ideals in the planning field through pedagogical tered free markets makes it very apparent that any planning means, and who is also a proponent for aggressive recruit- practice seeking to address the redistributive injustice and ment of diverse individuals within the student body and plan- inequity of the free market is subject to considerable scrutiny ning school faculty, suggests the planning field would be and countervailing pressure by dominant institutional and better positioned to advance issues of equity and social justice private sector interests. As Markusen noted, if it were more racially diverse. She contends that increasing diversity within the planning field would heighten the “moti- The urban planning profession is losing the battle with vation” of the field to champion the cause of equity and social economics for the shaping of urban space in part because justice; at present, this is not occurring to the degree it should planners value equity as a normative criterion, whereas because the “pain” of those diverse communities is often “left economics values market efficiency. Efficiency has won out in at the door” and never allowed to cross the threshold into the whatever war of values might have taken place. (Markusen, planning process (Thomas, 2008, p. 234). 2000, as cited by Thomas, 2008, p. 227) Harris 3 Professional urban planners serve an important role in cit- Research Methods ies, often acting as facilitators and mediators in rationalizing Survey Design the use of urban space, the deployment of municipal and community resources, and the allocation of community and This study involved a survey (see Appendix A) of first and economic development opportunities. Arguably, planners second year Master of Urban Planning (MUP) students. The must achieve these objectives by asserting their role as a survey queried MUP students on their opinions, beliefs, and mediating influence that balances the needs and interests of values related to social justice and equity in the context of private sector stakeholders with efforts to promote the greater their roles as aspiring urban planning professionals. The sur- public good. The balancing of the public good with the vey was distributed during the initial and final semesters of needs and interests of private stakeholders essentially trans- the students’ tenure in the program to gain an understanding lates into the ultimate distribution of costs and benefits of the influence of the program on student social justice per- within communities, which of course has tremendous bear- spectives. The MUP classes were defined by the year the stu- ing on equity and social justice outcomes. The professional dents entered in the program. The class of 2008 was sampled planning code of ethics requires practitioners to consider prior to students exiting the program, the class of 2009 was issues of race, class, and gender as a context for advancing sampled both in the first and final semesters of the program, social justice and equity. There is an expectation that stu- and the class of 2010 was sampled during the initial semester dents will be equipped in their training to engage and man- of the program. This stratified sampling technique allowed age equity matters within the context of their professional for the capturing of students across three different class years. practice. Although there are numerous skills, technical capa- The survey included 10 multiple choice questions and one bilities, and various sensibilities that planning instructors open-ended question that asked students to offer suggestions must help students develop to ensure their effectiveness as on how the MUP program might improve on its curriculum planning professionals, there is also a firmly held belief that in dealing with issues of race, class, gender, and other social it is equally critical for those teaching in planning schools justice-related topics. Six of the survey questions (Questions today to help students develop a concern for social justice 1-6) aimed to measure the students’ attitudes toward social before they enter professional life (Thomas, 2006). justice and equity by offering students mini-vignettes for According to a 2011 Association of Collegiate Schools of them to respond to, which measured the intensity of their Planning (ACSP) Diversity Taskforce Report, African support for social justice and equity themes. Questions 1 and American and Latino faculty and students are grossly under- 2 sought to gauge student perspectives on the role of profes- represented in American planning programs (Wubneh, 2011). sional planners in propagating social justice and equity ide- This suggests we should not only aggressively work to diver- als. Question 3 assessed student perspectives on the scope sify planning classrooms and planning faculties, but we must and purpose of planning intervention in the context of equity also infuse the planning program curriculum with opportuni- and social justice. Questions 4 and 5 evaluated student beliefs ties for students and faculty—all across the ethnic, racial, related to the efficacy of planners in advancing social justice gender, and economic spectrum—to understand the strug- and equity outcomes in their practice. Question 6 sought to gles, the frustration, and inequalities that too often define the highlight student perspectives on the academic instruction experiences of low-income and working-class communities, strategies that encourage awareness and exploration of social and particularly low-income communities of color. justice and equity issues. The intensity levels of student Understanding how students think about issues of social jus- responses were characterized as a low, moderate, or high tice and equity is the first step in moving students along a level of social justice activism toward social justice and continuum of development from a “polite appreciation” of equity themes. Four questions (Questions 7-10) gathered social justice and equity issues to a transformational internal- predictor information about the students’ background, such ization of these issues as a mandate of professional practice. as comfort discussing topics related to social justice and equity, earlier educational exposure to social justice and equity themes, student perceptions as to whether social jus- Research Question tice and equity concerns will be relevant to their professional The question this exploratory research investigated was practice or work experience, and student perceptions of the threefold: (a) what are the fundamental opinions, beliefs, and effectiveness of their graduate level program in addressing values that urban planning students hold related to social jus- issues of social justice and equity. tice and equity issues; (b) how does academic instruction influence the beliefs, opinions, and values of urban planning Sample students, as well as support their embracing of social justice and equity issues in their professional practice; and (c) how Table 1 shows the total enrollment of students in the MUP do students generally feel about how well social justice and program during the period of the administration of the sur- equity issues are integrated into the instruction and the cur- vey. As we observe, 58 (85%) of the students in the program riculum of their program? are White, with White men and White women comprising 4 SAGE Open Table 1. Total Program Enrollment and Demographics of Master of Urban Planning Students During the Period of the Survey (2008- 2010). Full time (%) Part time (%) Race Male Female Male Female Total White 57.4 20.6 4.4 2.9 58 Black or African American 0.0 1.5 0.0 0.0 1 American Indian or Alaska Native 2.9 0.0 0.0 0.0 2 Asian 0.0 1.5 0.0 2.9 3 Hispanic or Latino 0.0 4.4 0.0 0.0 3 Foreign students 0.0 1.5 0.0 0.0 1 Total students 60.3 29.4 4.4 5.9 68 Table 2. Enrollment Status, Race, and Gender. First year students (2009 and 2010 entering Second year students (2008 and 2009 entering classes) (%) classes) (%) Full time Part time Full time Part time Race Male Female Male Female Total Male Female Male Female Total White 51.4 24.3 5.4 2.7 31 64.5 16.1 3.2 3.2 27 Black or African American 0.0 2.7 0.0 0.0 1 0.0 0.0 0.0 0.0 0 American Indian or Alaska Native 2.7 0.0 0.0 0.0 1 3.2 0.0 0.0 0.0 1 Asian 0.0 2.7 0.0 2.7 2 0.0 0.0 0.0 3.2 1 Hispanic or Latino 0.0 5.4 0.0 0.0 2 0.0 3.2 0.0 0.0 1 Foreign students 0.0 0.0 0.0 0.0 0 0.0 3.2 0.0 0.0 1 Total % of students 54.1 35.1 5.4 5.4 37 67.7 22.6 3.2 6.5 31 62% and 23%, respectively, of the total population of stu- year and who had completed the program were aggregated. dents. The MUP program had one African American student, This allowed us to compare the responses of students who two Native American students, three Asian American stu- were at the beginning of their tenure to those who were com- dents, three Latino students, and one foreign-born student pleting their tenure in the MUP program. To summarize the comprising 1.5%, 2.9%, 4.4%, 4%, and 1.5%, respectively, results of the closed-ended survey responses, descriptive sta- of the total population of students. tistics were developed. Bar charts were produced to assess Table 2 shows the demographic distribution for the first and the aggregate response patterns and differences in responses second year classes of students who were surveyed. The of students who were in their initial year of the MUP pro- demographics for the first and second year classes illustrates gram as compared with the responses of students who were that within both classes substantially more than 50% of the completing the program. A series of chi-square tests were students are White men, with White women comprising 20% conducted to determine whether there were significant dif- or more of the student sample. In terms of the racial demo- ferences in the responses between first and second year stu- graphics, there are no significant differences in the racial com- dents and to determine whether there was any relationship position of the first and second year classes. Therefore, we between student responses to Questions 1 through 6 and the would not expect any difference between the first and second predictor data collected from student responses to Questions year student response rates based on class demographics. 7 to 10. Finally, responses to the open-ended questions were analyzed by grouping them thematically and then undertak- ing a thorough review of those responses. Analytical Methods The survey data were combined according to when the stu- Results dents were surveyed; thus individual response data were combined so that the responses from individuals just begin- Student responses to the closed-ended questions were ning the program (i.e., first year students) were aggregated, assessed as being low, moderate, or high in terms of social and responses from individuals who were in their second justice activism based on how supportive the student was of Harris 5 Figure 1. Distribution of responses of first year students to social justice and equity themes. Figure 2. Distribution of responses of second year students to social justice and equity themes. the social justice and equity theme presented in Questions 1 initial and final years in the graduate program. The survey to 6. Figures 1 and 2 compare the response distribution of distribution results suggest some fluctuation among respon- first and second year students to Questions 1 to 6 of the sur- dents identifying with moderate versus low levels of activ- vey. The general trend is that both first and second year stu- ism, with slightly more second year students having a dents have a tendency to display moderate or high levels of preference for low levels of activism attitudes and slightly activism attitudes across all questions. more first year students having a preference for moderate Over 75% of students from both the first and second grad- levels of activism. uate class years express either a moderate- or high-level dis- Thirty three percent of all students surveyed displayed a position toward social justice activism, as compared with the disposition for high levels of activism, with the exceptions of approximately 20% to 25% of students who demonstrate a second year student responses in relationship to Question 4, disposition for low levels of activism relative to social justice which assessed student perceptions of the efficacy of urban and equity. However, a more detailed comparison of the planners. In Question 4, there was a decline in the percentage responses from first and second year students indicates some of second year students who strongly believed in the efficacy students’ attitudes toward social justice shifted between their of planner, less than 25% as compared with their first year 6 SAGE Open Table 3. Mean Value Results for Social Justice Activism Disposition Responses by Year in the Program. Year 1 Year 2 Low Moderate High Low Moderate High M 5.3% 39.7% 55.0% 9.3% 34.8% 55.9% SE 0.022 0.066 0.06 0.032 0.067 0.075 SD 0.078 0.229 0.209 0.11 0.232 0.259 Two-tailed p value Degrees of freedom Low activism disposition .109 11 Moderate activism disposition .104 11 High activism disposition .833 11 counterparts whose percentages were at 35%. The percent- years in the program, there was a shift among some students age of high activism preferences varied by question, but nei- in their second year of the program, more second year stu- ther class demonstrated a substantially greater preference for dents demonstrated a lower level activism disposition toward high levels of activism. A substantial number of students social justice issues as those students neared completion of within the sample displayed a disposition for moderate levels the master’s program. Consequently, the results may indicate of activism. that some students become more neutral or dispassionate Although there are similar trends in the social justice atti- about social justice and equity issues as they progress to the tudes of first and second year graduate classes, some differ- final year of the program. ences in responses to particular questions were found. Overall, first year students tended to be slightly more likely Mean Values of Social Justice Activism Responses to show moderate activism versus high activism disposition when compared with second year students. In all questions The mean values of response percentages of first and second (except for Question 2, which examined students’ perspec- year students were compared to examine how the program tive on the role of professional planners in propagating social curriculum may have influenced student perceptions regard- justice and equity ideals in the context historical patterns of ing social justice activism. Table 3 shows the trends in the racial and gender discrimination and exclusion in the United mean values associated with the student responses. States), a greater percentage of first year students than sec- Notwithstanding the aforementioned difference between first ond year students selected a moderate response. With respect and second year student responses discussed earlier, there to Question 5, which highlights the role of professional plan- appears to be no statistically significant distinction between ners in addressing issues of economic and social justice, first Year 1 and Year 2 students with respect to their attitudes year students had a much larger moderate activism response toward social justice activism. The percentages of social jus- as compared with second year students, who tended to dis- tice disposition responses were also evaluated by year: first play a preference for low activism. Questions 3 and 4 asked year (initial year) and second year (final year) in the program. students about their perspectives related to the role of plan- It appears that matriculation through the MUP program does ners in promoting equitable market outcomes and the power not affect student disposition toward social activism. of planners to influence policy decisions, respectively. For both of these questions, moderate social justice activism atti- Chi-Square Analysis of Predictor Data and Levels tudes were markedly greater in first year students compared of Student Disposition Toward Social Justice with second year students. Activism Overall, the survey distribution results suggest that a slightly greater number of second year students demonstrated Table 4 provides a snapshot of aggregate student responses a low activism disposition when compared with first year to the Predictor Questions 7 to 10. Student responses to the students. In all questions except for Questions 6 and 2 (that predictor questions were categorized as low, moderate, or dealt with instructional strategies that encourage social jus- high. A chi-square analysis was used to determine whether tice awareness and the planner’s role in propagating social any relationship exists between the four predictor variables justice given historic patterns of racial and gender inequality, (as measured by Questions 7-10) and student responses to respectively), no students selected a low activism response. the social justice activism categories (as measured by More second year students showed a disposition toward low- Questions 1-6). level activism compared to their first year counterparts. This Table 5 highlights the relationship between students’ dis- pattern reveals that while the majority of students held mod- position toward social justice activism and their level of erate or high activist stances in both their initial and final experience and exposure to social justice issues in previous Harris 7 Table 4. Distribution of Aggregate Student Responses to the Predictor Questions 7 to 10. Percentage Low Moderate High Educational exposure to social justice 39.2 41.9 18.9 Comfort level discussing race, class, or gender 5.4 64.9 29.7 Likelihood equity issues will be professionally important 8.0 56.0 36.0 Effectiveness of program in addressing equity 28.2 14.1 57.7 Table 5. Social Justice Disposition Response to Question 7: What Statement Best Describes Your Educational Experience Prior to Attending the Master of Urban Planning Program? No social justice Limited social justice Regular social justice education experience education experience education experience Total Social justice disposition response 1st year 2nd year 1st year 2nd year 1st year 2nd year 1st year 2nd year Low social justice activism 0 3 3 2 1 0 4 5 Moderate social justice activism 12 5 5 5 1 4 18 14 High social justice activism 15 10 13 10 1 7 29 27 Total 27 18 21 17 3 11 51 46 2 2 Note. First year: χ (4) =7.54, p = .110. Second year: χ (4) =2.07, p = .733. Table 6. Social Justice Disposition Response to Question 8: What Statement Most Accurately Describes How You Feel? Low comfort level Moderate comfort level High comfort level discussing race, class, discussing race, class, or discussing race, class, or gender issues gender issues or gender issues Total Social justice disposition response 1st year 2nd year 1st year 2nd year 1st year 2nd year 1st year 2nd year Low social justice activism 0 1 4 2 0 2 4 5 Moderate social justice activism 2 0 14 8 1 6 17 14 High social justice activism 0 2 24 15 5 11 29 28 Total 2 3 42 25 6 19 50 47 2 2 Note. First year: χ (4) = 5.69, p = .224. Second year: χ (4) = 2.09, p = .718. academic settings. Results suggest that for first year and sec- also present among second year students, with fewer stu- ond year students, there appear to be no statistically signifi- dents expressing moderate comfort and more expressing cant relationship between their former educational experience high levels of comfort with social justice themes. These sec- and their disposition toward social justice activism. Although ond year students also expressed a preference for a higher a significant number of first year students with limited or no level of social justice activism. exposure to social justice themes in their previous educa- Although not statistically significant, the data in Table 7 tional experience demonstrated a disposition toward high illustrate that first and second year students who believe levels of social justice activism, this was significantly less equity issues will be or might possibly be important in their true for second year students. work as a professional planner are more likely to express a With respect to the connection between comfort level (as disposition toward a high level of social justice activism. it relates to discussing social justice issues) and student dis- Finally, although not statistically significant, the findings in position toward activism, Table 6 suggests that there is no Table 8 show a tendency for first and second year students relationship between levels of comfort and disposition who indicate that the MUP program does a good job in toward social justice activism for either first or second year addressing equity issues to also display a disposition toward students. However, a significant number of first year stu- high levels of social justice activism. dents who indicated a moderate to high level of comfort As discussed, matriculation through the MUP program did engaging social justice themes also demonstrated a greater not have any statistically significant effect on student disposi- disposition toward high social justice activism. This trend is tion toward social activism. In addition, various predictor 8 SAGE Open Table 7. Social Justice Disposition Response to Question 9: What Statement Most Accurately Describes What You Think? Unlikely equity issues Possibly equity issues Likely equity issues will be important as a will be important as a will be important as a professional planner professional planner professional planner Total Social justice disposition response 1st year 2nd year 1st year 2nd year 1st year 2nd year 1st year 2nd year Low social justice activism 1 0 3 3 0 2 4 5 Moderate social justice activism 1 0 11 7 6 7 18 14 High social justice activism 2 2 15 15 12 10 29 27 Total 4 2 29 25 18 19 51 46 2 2 Note. First year: χ (4) = 3.81, p = .432. Second year: χ (4) = 1.87, p = .760. Table 8. Social Justice Disposition Response to Question 10: What Statement Most Accurately Describes What You Think? MUP program does a MUP program does MUP program does a poor job addressing a fair job addressing good job addressing equity issues equity issues equity issues Total Social justice disposition response 1st year 2nd year 1st year 2nd year 1st year 2nd year 1st year 2nd year Low social justice activism 1 2 0 1 2 2 3 5 Moderate social justice activism 3 4 2 2 12 8 17 14 High social justice activism 7 10 4 2 16 16 27 28 Total 11 16 6 5 30 26 47 47 2 2 Note. First year: χ (4) = 1.14, p = .888. Second year: χ (4) = 1.34, p = .854. MUP = Master of Urban Planning. variables did not prove to be statistically connected to the improving the delivery and approach to promoting social student disposition toward social justice and equity. justice and equity themes within the instructional framework Furthermore, there was no statistically significant relation- of the curriculum. ship between former educational experience and disposition The students’ comments were organized into four basic toward social justice activism. That said, some students who categories: showed more comfort toward engaging in social justice issues also were more likely to have higher levels of activ- •• Appreciating the complexity of the social justice ism. This finding suggests that these students’ disposition dialogue toward higher levels of social justice activism can be attrib- •• Preparation for the social justice dialogue uted to something outside of the realm of their classroom •• Advancing strategies for teaching and learning as it experience, indicating the need for more experiential or more relates to social justice issues applied learning opportunities. •• Exploring new instructional options for supporting It should be noted that the sample size may have limited discussion of social justice and equity issues the usefulness of the results from this specific data survey. However, the data trends in the study regarding the curricu- Appreciating the Complexity of the Social Justice lum’s impact on student disposition toward social justice and Dialogue equity suggest that (a) the instruction on issues of social jus- tice and equity in planning had little or no impact or (b) there The program discusses the issue but places little emphasis on were not enough classes or opportunities for discussion how to respond to it. The program is too focused on the built about social justice and equity in the program to create a sus- form of planning rather than on issues that are often unseen. tained resonance with the students. Students often acknowledged the complexity of the social justice dialogue, as evidenced by one student’s question: “ . . . Qualitative Findings: Student how do we balance the need to be neutral and technical Reflections and Comments experts, yet incorporate social justice into that?” They saw The final question on the survey was open-ended, asking stu- that social justice comprises areas of emphasis including dents to offer ideas related to integrating race, class, and gen- environmental problems, class issues, education, affordable der issues into the MUP program curriculum. Students housing, safe living environments, and more. Students stated offered a number of thoughts, reflections, and strategies for that race and class issues are becoming even more important Harris 9 today, and that it is important to not overlook the historical should suggest classes for them to take outside of the pro- context of socioeconomic issues. Students desired more dis- gram if none were available within urban planning. Students cussions to address these issues essential to planning prac- wanted to see topics of race, class, and gender discussed in tice. Examples mentioned for study were the intertwining of less of an abstract context and in more historical and practi- environmental problems and social justice, mixed-income cal ways. They wanted applied classes so they would be able neighborhood planning, and practical ways to address social to serve their community at large while being exposed to race justice issues in everyday planning practice. and class issues in a controlled and structured environment. Suggestions were made for the planning program to connect with community leaders who are already working on issues Preparation for the Social Justice Dialogue of social justice and equity: “We need real-life case studies Overall, I think educators still believe it is a “touchy” subject dealing with these issues. Also, dealing with race, class, and and may try to shy away from it. However, I feel it is relevant to gender issues require a base knowledge of economics and learn/talk about it. Personally, when in a group of all whites I political science, so incorporating these into the curriculum feel comfortable talking about it, but when I am in a mixed would be beneficial as well.” group, I feel uncomfortable and slightly embarrassed. The students’ comments and reflections offer some impor- tant insights for instructional and pedagogical consider- Rather than shying away from dialogue about social justice, ations. In general, students believe social justice issues need students embraced it and lamented that the academic program to be given more emphasis and support, with higher levels of did not do more to foster it. They wanted social justice to be specificity and regularity in terms of course materials, class directly addressed in class and wanted professors to have train- discussion, and opportunities to be exposed to community ing on how to facilitate these types of discussions. Some stu- and professional stakeholders who navigate the complexities dents felt social justice and equity issues were only discussed in of social justice issues in their daily lives and/or practice. classes as tangential side topics and others noted a lack of com- Students express a desire for effectively facilitated, frank, fort in discussing sensitive issues of race and class, especially and balanced discourse about social justice and equity that is with other students of a much different background. solution oriented and practice focused. Students also expressed an interest in having more courses available to Advancing Strategies for Teaching and Learning them specifically dedicated to social justice issues and as it Relates to Social Justice Issues themes: “I think issues of race, class, and gender should be directly addressed through instruction when talking about [LOCATION] is a place full of local race, class and gender planning. It’s important! Instruction on diversity topics by issues. More real local examples would be helpful to hit the diverse instructors educated on the issues.” point home. Comparing these qualitative comments with the quantita- tive findings, it is fair to conclude that urban planning pro- Students expressed an awareness of the fact that their class grams should look for ways to better integrate social justice lacked racial and ethnic diversity and wished for more opportu- and equity topics into their current coursework and to poten- nities to discuss social justice and equity issues in class. They tially establish a new class or classes focusing exclusively on acknowledged privilege and felt it was important for them to get urban social justice. Because students with greater comfort out of the classroom and their comfort zones and into the com- levels involving discussion are also likely to be more ori- munity. Students wanted case studies, seminars, and a required ented toward social justice, instructors should find ways for social justice course that directly works on building solutions these students to help lead discussions. All students will and strategies that address social and economic inequality. enter discussions with different comfort levels, and it is important to create a safe atmosphere. Exploring New Instructional Options for Planning programs might also consider surveying their new students and graduating students on an ongoing basis to Supporting Exploration Into Social Justice Themes track changes in social justice activism, and to make changes I think one of the Planning Policy Analysis course cases should to the curriculum accordingly. Programs also have to be stra- be centered on these issues (one or all of them) to give us some tegic in terms of increasing the confidence of second year practical experience to go along with what we have learned in individuals who might experience a drop in confidence from class. Hearing about the issues and actually experiencing the Year 1 to Year 2 in term of being able to integrate social jus- difficulties associated with solving/improving them are very tice and equity practices into their professional career. different, and I believe that could be addressed while we are still in the structured and controlled setting that the program provides. There is a likelihood that second year students’ confidence levels declined because they gained a greater understanding of Some students expressed their desire for a class dedicated the political issues that can stand in the way of change. to social justice and equity issues. Many believed such a class Educators should inspire students and ensure social-justice- should be mandatory and that the urban planning program and equity-focused planning education prepares students for 10 SAGE Open the challenges ahead so that students are empowered and not a pedagogical vantage point. In the words of one respondent, discouraged by the difficulties and barriers they may con- “Talking about it in the classroom helps, but getting us out of front in advancing a social justice and equity agenda as an our comfort zone will do more.” There was a mixed opinion important component of their professional practice. among students about the effectiveness of the program with respect to engaging issues around social justice. However, there was a general sense that more applied and practical Conclusion knowledge related to these issues would serve students more We should be exposed to more situations where there are persons effectively as they prepare for professional practice: of different races/classes to feel out what it is like to do work in that context. I think the program addresses these concepts well enough in class, but could put more emphasis on how to work for these This exploratory study offers some interesting insights concepts in a tangible way. Race and class issues are especially into the disposition of graduate planning students toward difficult to approach, since those are usually multi-faceted problems. social justice activism. Survey results showed students of all races and genders are very much in tune with and care about That said, many students also expressed an interest in issues related to social justice and equity. The first and sec- being challenged and inspired to promote social justice and ond year class cohorts of the MUP program covered under equity in their professional practice. Moreover, many stu- this study displayed moderate to high levels of support for dents from the first and second year classes indicated they the application of social justice and equity issues in the con- would be working for organizations after graduation where text of their training as professional planners. A significant issues of race, class, and gender would be important consid- number of students in the class cohorts covered by the survey erations within their work. tended to enter into the MUP program with a disposition The findings of this study are limited but encouraging. toward high levels of social justice activism. This was true Planning students continue to show interest in upholding val- even when they had limited or no exposure to social justice ues of social justice within the context of their planning prac- issues in their previous academic experiences. It appears the tice. The comments from students, which capture some of MUP program attracts planning students who have support- the qualitative aspects of the research, suggests that student ive views of social justice activism within the context of input can play a significant and strategic role in helping plan- planning practice. However, as students matriculated through ning programs consider how instructional and pedagogical the program, the curriculum did not appear to have much approaches might be improved to better support student effect on the disposition of students toward social justice learning. This is an important charge for faculty within plan- activism. Notably, second year students displayed more of a ning schools, which deserves to be taken seriously. More tendency toward low levels of social justice activism. This research is needed to perfect strategies for introducing and may suggest that if students are introduced to complex social managing social justice and equity issues and themes within justice concepts but are not also given strategies to navigate the planning curriculum. These issues related to social the realities of these issues within their professional practice, justice and equity are only becoming far more complex, they may default to a disposition toward lower levels of nuanced, and challenging to understand and manage. Future social justice activism. research might focus on surveying a larger sample of stu- A significant number of students felt moderately comfort- dents across a few planning schools to see if the trends sug- able talking about issues related to race, class, and gender gested here are generalizable and provide insight for and also believed that issues of social justice will possibly be recommended changes to planning programs that could be important in their practice as professional planners, which is advocated for and adopted. certainly an important foundation upon which to build from Harris 11 Appendix A: Questionaire 12 SAGE Open Survey instrument. Harris 13 •• “I have not been exposed to many classes yet. However, Appendix B: Summary of All of the classes I have had, there doesn’t seem to be as Qualitative Student Responses Group much discussion of race, class, or gender as there could by Catagory be. A lot of times, it seems to be brought up as an aside or an afterthought. I have had a lot of educational back- Open-Ended Questionnaire Responses ground with issues of diversity so I may share a differ- Appreciating the Complexity of the Social Justice Dialogue ent viewpoint from others. I really believe the program •• “As professionals how do we balance the need to be needs to make more effort to not just educate students neutral and technical experts, yet incorporate social about diversity but to also have open, engaging discus- justice into that?” sions about it. People can be scared to do this at first, •• “The department does a good job of bringing social but it is the only way you can start to get comfortable justice issues to the forefront. Although, I believe it is with issues that initially feel very uncomfortable.” important to balance social justice along with the other facets of planning. Not drown out other impor- Advancing Strategies for Teaching and Learning as It Relates to tant discussions.” Social Justice Issues •• “Want more discussion on environmental issues and •• “We all understand the problems—but only in limited social justice. Locating of factories or pollutant trad- capacity. I think there should be more invitations to ing near economically depressed or minority areas. planning professionals who face political/economic How do we plan for infrastructure in relationship to hurdles in addressing the issues of race/class.” these areas?” •• “For a largely privileged, White class to understand •• “I think class issues are becoming more relevant today race, there has to be more interaction. A required class and are much more often overlooked. Mixed income dealing with social justice with a project in a minority neighborhood planning would be really interesting to neighborhood that deals with structural issues. Talking study—both how it could be successful and why it about it in the classroom helps, but getting us out of isn’t attempted often in the United States.” our comfort zone will do more.” •• “The program discusses the issue but places little •• “[LOCATION] is a place full of local race, class, and emphasis on how to respond to it. The program is too gender issues. More real local examples would be focused on the built form of planning rather than on helpful to hit the point home.” issues that are often unseen.” •• “Emphasize solutions to inequities more.” •• “Critical to make clear to students gender, racial, and •• “By providing seminars in related topics where profes- socioeconomic problems of the past are not fully sionally how to apply it should be properly understood.” resolved because we feel the impacts of that legacy in •• “Continue with the discussion, but combine it with the way our world is organized today, that is, who has more case studies from around the nation.” power, who is politically active, the segregation of cit- •• “I think the program addresses these concepts well ies, and the complete disproportionate sharing of eco- enough in class, but could put more emphasis on how nomic factors such as the means of production. Also, to work for these concepts in a tangible way. Race and access to proper/good education, affordable housing, class issues are especially difficult to approach, since and a safe environment.” those are usually multi-faceted problems.” •• “We should be exposed to more situations where there Preparation for the Social Justice Dialogue are persons of different races/classes to feel out what •• “Overall, I think educators still believe it is a ‘touchy’ it is like to do work in that context.” subject and may try to shy away from it. However, I •• “Try to enroll more women and minorities into the feel it is relevant to learn/talk about it. Personally, program, if possible. Highlight women and minorities when in a group of all Whites I feel comfortable talk- in lectures/discussion/readings. Mix-up classroom ing about it, but when I am in a mixed group, I feel activities.” uncomfortable and slightly embarrassed.” •• “Consider cultural sensitivity training, cross-training New Instructional Infrastructure for Supporting Exploration Into with different programs, and prepare professors to Social Justice Themes facilitate and discuss these issues.” •• “Dedicate a specific course solely to social justice •• “Teach as part of courses but do not preach.” issues.” •• “I think issues of race, class, and gender should be •• “Explore more case studies related to these issues.” directly addressed through instruction when talking •• “I think a mandatory ethnic studies component should about planning. It’s important! Instruction on diver- be enacted. I think these issues are central to things we sity topics by diverse instructors educated on the will encounter in our professional lives.” issues.” 14 SAGE Open •• “We should add a mandatory core class which deals social issues in America with other nations/regions with gender, race, equity, and the planning process— (developed or developing).” both throughout history and currently.” •• “I think the program as a whole does a good job •• “Issues of diversity are often glossed over in class. I of discussing these issues. More focus could be believe that a multicultural/diversity issues class given to the specific segregation issues we face in should be required in the planning program.” [LOCATION].” •• “Offer more courses on race issues. Have more mate- •• “We need real-life case studies dealing with these rial on race presented during required courses. Maybe issues. Also, dealing with race, class, and gender have a ‘specialty’ division of the MUP program that issues require a base knowledge of economics and deals with these issues. The program should suggest political science, so incorporating these into the cur- courses if they’re not available in School of riculum would be beneficial as well. Architecture and Urban Planning.” Declaration of Conflicting Interests •• “I think one of the Planning Policy Analysis course cases should be centered on these issues (one or all of The author(s) declared no potential conflicts of interest with respect them) to give us some practical experience to go along to the research, authorship, and/or publication of this article. with what we have learned in class. Hearing about the issues and actually experiencing the difficulties asso- Funding ciated with solving/improving them are very different, The author(s) received no financial support for the research and/or and I believe that could be addressed while we are still authorship of this article. in the structured and controlled setting that the pro- gram provides.” Notes •• “More discussions/reading about planning history/ 1. See American Planning Association’s Journal of the American theory that concern issues of race, class, and gender Planning Association; Spring 1994; 60, 2. issues and much more emphasis when discussing eco- 2. While there has been significant philosophical discourse on nomic tools that developers and planners use about the definition of the “public good” and what we mean when we exactly what these data sets/calculations quantify and use the term the “public good,” the advocacy and progressive the inherent class/racial assumptions within.” planning tradition suggest that racial, class, and gender equity along with economic and environmental justice are the critical •• “The first year, first semester approaches the issue on concerns related to advancing the public good. a very abstract basis. Issues of social justice are men- tioned, and equity/advocacy/participatory planning References methods are praised or deemed correct, without much rational argument to support the conclusion. Although Agyeman, J., & Erickson, J. S. (2012). Culture, recognition, and the negotiation of difference: Some thoughts on cultural com- we look at historical planning processes, not much is petency in planning education. Journal of Planning Education said as to why, or what effect, these earlier planning and Research, 32, 358-366. actions and theories contribute to our current situa- American Planning Association. (2009). AICP code of ethics and tions. However, if it is a stated priority of the program, professional conduct. Retrieved from planning.org/ethics/eth- then a mandatory class can be constructed to deal with icscode.htm social stratification, inequality, and social justice Bingham, R. D., & Mier, R. (1993). Theories of local economic issues. I would say the most important thing is to get development: Perspectives from across the disciplines. out and get practical. You don’t have to step far from Newbury Park, CA: SAGE. our East Side of [LOCATION] Ivory Tower to come Checkoway, B. (1994). Paul Davidoff and advocacy planning in face to face with communities facing serious chal- retrospect. Journal of the American Planning Association, 60, lenges in this regard. Get the planning program tightly 139-143. Clavel, P. (1986). The progressive city. New Brunswick, NJ: hooked up with CBOs working in these fields, and let Rutgers University Press. the students see how it’s lived, and involved in the Davidoff, P. (1965). Advocacy and pluralism in planning. Journal efforts. This is a powerful opportunity for learning of the American Planning Association, 31, 331-338. and serving.” Fainstein, S. S. (2006). Planning and the just city. In P. Marcuse, •• “I think, at present the MUP program just touches J. Connolly, J. Novy, I. Olivo, C. Potter, & J. Steil (Eds.), upon race/class and or gender issues with respect to Searching for the just city: Debates in urban theory and prac- planning history. For a deeper understanding of these tice (pp. 19-39). New York, NY: Routledge. issues, maybe a joint seminar or lecture series with the Fainstein, S. S., & Fainstein, N. I. (1971). City planning and politi- sociology department may help. Also, at least, an over- cal values. Urban Affairs Quarterly, 6, 341-362. view on these issues on an international level is Johnston, J. (2009). Prioritizing rights in the social justice curricu- required. This would offer a good platform to compare lum. Studies in Philosophy and Education, 28, 119-133. Harris 15 Krumholz, N., & Clavel, P. (1994). Reinventing cities: Equity plan- Wubneh, M. (2011). Commentary: Diversity and minority faculty ners tell their stories. Philadelphia, PA: Temple University Press. perception of institutional climate of planning schools—Results Krumholz, N., & Forester, J. (1990). Making equity planning work. from the climate survey. Journal of Planning Education and Research, 31, 340-350. Philadelphia, PA: Temple University Press. Markusen, A. (2000). Planning as craft and as Philosophy. In L. Rodwin & B. Sanyal (Eds.), The profession of city planning Author Biography (pp. 261-274). Rutgers, NJ: Center for Urban Policy. Kirk E. Harris is a professor of urban planning who has straddled Marris, P. (1994). Advocacy planning as a bridge between the pro- the line between professional practice and academic endeavors all fessional and the political. Journal of the American Planning of his career. His experience as a lawyer, non-profit executive, and Association, 60, 143-146. community development practitioner has forged a set of research Thomas, J. M. (2006). Teaching planning history as a path to social interests focused on race and class and social and economic justice. justice. Journal of Planning History, 5, 314-322. In his pedagogy, he has a commitment to challenging his students to Thomas, J. M. (2008). The minority-race planner in the quest for a embrace a professional practice that advances a more democratic just city. Planning Theory, 7, 227-247. and justice-oriented world.

Journal

SAGE Open – SAGE

Published: Sep 23, 2015

Keywords: graduate urban planning education; teaching and instruction related to social justice and equity issues; progressive planning practice and advocacy planning; professional urban planning training

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