Engaging College Men on the Social Justice Continuum: Frameworks, Strategies and Implications for Practice

Abstract

This chapter explores strategies and frameworks for engaging college men in social justice education efforts. It emphasizes the importance of grounding those efforts in democratic, participatory processes that affirm human agency and collaborative change. The concept of hegemony is examined to understand the challenges of achieving socially just change, particularly in relation to gender oppression and hegemonic masculinity. The chapter discusses common strategies for engaging college men in social justice education, including academic curriculum, clubs and organizations, dialog programs, living learning communities, men’s retreats, mentoring programs, peer education, and student conduct. It also introduces theoretical frameworks, including Robert Kegan’s learning positions and gender-aware restorative practices, to guide effective educational strategies. The goal is to foster critical awareness, disrupt oppressive patterns, and promote collective liberation through intentional and inclusive educational practices.