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Abstract

This study examines undergraduate students’ emotional responses following required social justice training workshops at a predominantly white urban university in the northeast. Journal entries from 24 participants were qualitatively analyzed in two undergraduate education courses based primarily on reactions to the documentary Waiting for Superman. This study is informed by critical multicultural education and a thematic and discourse analytic research design was employed. A thematic map and thematic chart emerged from the data analysis. Implications for pedagogical practice and recommendations to move beyond best practices in social justice student engagement are offered.

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