Educators often grapple with the concept of "difference" and conditions that lead to power and privilege in contemporary society. To reach an understanding that difference is socially constructed and privilege and oppression are intimately connected to this cultural process is to challenge some foundational, if often unacknowledged, aspects of modern life. One related, and often painful, real-world complexity that begs for critical review is the measurable gap between college attendance and graduation rates for white, middle class, traditional-aged students and these same rates for low-income, traditional-aged students, particularly those of color (Carey, 2005; Spenner, Buchmann, & Landerman, 2005; Teagle Foundation, 2006). Another challenge facing every institution of higher learning is to find effective ways to help students become responsible citizens. A national culture emphasizing individualism and materialism, coupled with increasing pressures to prepare professionals for a technocratic world, tends to diminish a prevailing sense of social responsibility. Yet, the future of democracy rests on an informed and socially engaged citizenry. Recognizing a perceived need for transformative methods that inspire students to work for the "common good" and help de-privilege institutions of higher learning, this study explores the efficacy of a "justice-learning" pedagogy designed to enhance academic and civic engagement for first-generation female college students from low-income, urban neighborhoods using a uniquely situated community-based approach.
