An Examination of an Online, Asynchronous Social Justice Program With Undergraduate Communication Sciences and Disorders Students

Purpose: The study aimed to determine whether an online asynchronous program can positively influence undergraduate communication sciences and disorders students' attitudes, beliefs, and actions toward advancing social justice. Method: The study employed a mixed-method design. Participants included 18 undergraduate students from two state universities and one private university, with 14 completing the program. Participants completed the program over 12 weeks via the CANVAS platform. Quantitative data were collected using the Social Justice Scale (SJS), which assesses attitudes, perceived behavioral control, subjective norms, and intentions to act toward social justice. Wilcoxon matched-pair signed-ranks tests were used to analyze pre- and postprogram SJS scores. Qualitative data were gathered from students' responses to discussion prompts within the program, and thematic analysis was conducted to identify emerging views of social justice. Results: A significant difference with a large effect size was observed for the Subjective Norms subscale. Item analysis indicated a significant difference in one of four subscale items (i.e., “Other people around me are engaged in activities that address social injustices”). Qualitative analysis revealed three themes: (a) importance of social identity, equity, justice; (b) spark of action; and (c) we are all in it together. Conclusions: The Social Justice program shows promise in enhancing students' recognition of how professionals in their environment play a role in social justice activity and in sparking a commitment to action among some participants. However, program modifications are needed to increase students' action orientation to social justice.