The Journal of College and University Student Housing - Volume 43, No. 3 - 63

Critical Consciousness Development

As a result, 45% of the reflection papers referenced feeling better equipped for and able to
accomplish critical action. Students discussed
how they internalized critical consciousness:
From this semester I will walk away knowing
how to achieve a goal as an activist. I can
form a social problem, social issue, formulate
demands, identify targets and allies, frame the
problem, and finally take action (Mark, white
male)
The class caused me to start a dialogue
between my peers, friends, and family.
When I hear something that is problematic,
I call the person who said it out, even if it
was my sister. When somebody brings up a
stereotype, I try to inform them about where
that stereotype stems from. If somebody
says something out of ignorance, I try to
inform them about what is actually going on.
This class urged me to both start, and be, a
change. (Isabella, Latina)
EMDS has provided curriculum and a holistic
residential experience that has led to a greater
sense of critical consciousness. Students are
able to critically reflect upon the world around
them and identify actions to transform the
world into a more humane and equitable place.

PROMISING PRACTICES
Since EMDS accepted the first cohort in 2005,
the program has continued to grow and flourish by bringing the common elements of an
LLC including the academic curriculum, cocurricular and community building activities
together with social justice focused travel,
service-learning and on campus social change
projects. The result is an experience that provides an opportunity for students to deepen
their critical consciousness and ultimately
social justice commitments. We have identi-

fied several promising practices in the areas of
curriculum and program structure that may be
generally applicable to any institution seeking
to establish, develop, or grow an existing LLC
program focused on social justice.
Our first set of promising practices focuses
on the structure of the program. First, aligning EMDS curriculum with institutional social
justice, diversity and inclusion goals builds on
the purpose and mission of the university and
justifies resources dedicated to the program.
Second, we strongly believe that a social justice
LLC is ideally suited for second-year students.
Unlike first-year LLCs, EMDS students do
not need support with "transition to college"
issues. Furthermore, second-year students
have taken at least one course with critical
thinking pedagogy that gives them the capacity,
knowledge, and openness to think about social
justice issues. While a prior critical pedagogy
course is not required for EMDS, having this
prerequisite should be strongly considered for
those trying to strengthen or develop a social
justice LLC. Third, EMDS fulfills specific
course requirements that count toward graduation, which incentivizes students who would
otherwise not consider the program because of
the year-long commitment and required components. Furthermore, two staffing elements
have made EMDS successful for the past 10
years. The strong partnership between Sociology and the Intercultural Center provides
EMDS students with holistic support, which
addresses academic and student development
issues that arise as students experience the
program. Furthermore, hiring EMDS alumni
as Resident Advisors provides peer support
and critical continuity with program goals and
objectives from year to year.

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The Journal of College and University Student Housing - Volume 43, No. 3

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