Doctor in Education, Leadership for Educational Justice (Ed.D.)

The Ed.D. in Leadership for Educational Justice is a nationally recognized program that engages students in rigorous study, preparing them for rewarding leadership roles in education.

The Ed.D. in Leadership for Educational Justice program prepares educators to recognize varying levels of social and educational inequity and to serve as advocates for disenfranchised and under-served students, resulting in their personal and professional empowerment. 

Candidates are consistently encouraged to analyze, debate, and develop productive strategies in response to educational justice principles and challenges and opportunities for equity. Five concentration options offer the opportunity for specialization. This allows graduates to become informed educational leaders who actively work to develop ideas and expressions of social justice across educational systems.

A Mission-Focused Doctorate

This nationally recognized program engages about 20 students per cohort in rigorous study, debate, research, and practice. Our driving mission is to produce scholarly practitioners who are sought after for leadership roles in schools, districts, agencies, and public service, as well as faculty positions in institutions of higher education.

Dedicated to addressing social and educational inequity, candidates in the School of Education’s doctoral degree program develop impactful solutions that strive toward educational justice.

An Ed.D. for Visionary Leaders of Educational Justice

The Doctorate in Leadership for Educational Justice is intended for students of exceptional drive and ambition who are determined to uphold and promote values of equity and access across educational systems. Our energetic, highly qualified faculty constantly strive to help doctoral students develop academically and professionally. At the same time, candidates are pushed to consider innovative ways they can make a difference in the world of education, improving the lives of learners and strengthening the work of schools.

Through this one-of-a-kind program, students develop the skills and deep understanding of educational justice required to create real change in the school systems and other educational institutions -- a change that makes a lasting impact on the lives of those who matter most: the students.

Program Overview

The doctoral program requires 60 credit hours for degree completion, including 21 credits of core content coursework, 15 credits of concentration coursework, 9 credits of methods coursework, and 15 credits of dissertation work.

Designed for working educators, this flexible doctoral degree includes evening and weekend classes for students determined to earn a degree without compromising their careers. The program can be completed in 3 to 4 years -- research included.

Ed.D. Concentrations

The Ed.D. in Leadership for Educational Justice program offers 5 concentrations for educators to tailor their degree to their interests and professional goals. Concentration coursework (15 credits) is broken out below.

  1. Higher Education and Student Affairs - for aspiring higher education professionals
  2. School and District Leadership (with Preliminary Administrative Services Credential) - for aspiring Pre-K-12 leaders who do not yet have a Preliminary Administrative Services Credential
  3. School and District Leadership (without credential) - for credentialed Pre-K-12 school leaders
  4. Community Engaged Leadership in Schools and Society - for school leaders and teachers who want to foster partnerships and collaborations between schools and communities for the benefit of all stakeholders
  5. General Concentration - for leaders in the community who want to create their own program

Program Learning Outcomes

The program prepares educational leaders to:

1. Employ a sophisticated understanding of social justice theories to identify and direct responses to educational inequities

2. Apply principles of leadership for social justice to direct a change process

3. Leverage understandings of political, legal, and financial systems to mitigate constraints on equitable educational practices

4. Advocate for just policies and practices for educational institutions and their communities

5. Critically analyze scholarship to inform professional practice and applied research activity

6. Design and implement inquiry relevant to educational leadership and social justice

Program Pathways

The coursework segments of the program are delivered in a prescribed sequence dependent upon the selected concentration. Pathways are recommended for timely program completion.

For course descriptions, please view the most recent university catalog.


Ed.D. in Leadership for Educational Justice Program Pathways >

Core Curriculum

For course descriptions, please view the most recent university catalog.


Core Courses (21 credits)

EDUC 829: Historical Foundations  in Education and Social  Justice (3)

EDUC 830: Social Justice Theory and Practice (3)

EDUC 831:  Education Law, Policy, and Justice  (3)

EDUC 833:  Education Finance (3)

EDUC 827: Leadership and Practice in Education (3)

EDUC 822A: Organizational Change and Education (1)

EDUC 822B: Organizational Change and Education (1)

EDUC 822C: Organizational Change and Education (1)

EDUC 871: Special Topics Doctoral Seminar (3)


Methods Courses (9 credits)

EDUC 841: Quantitative Methods (3) 

EDUC 842: Qualitative Methods (3)

Students will take one of the following:

EDUC 846: Advanced Quantitative Methods (3)

EDUC 847: Advanced Qualitative Methods (3)


Dissertation Work (15 credits)

EDUC 820A: Writing a Literature Review A (1)

EDUC 820B: Writing a Literature Review B (1)

EDUC 820C: Writing a Literature Review C (1)

EDUC 860A: Dissertation Development and Proposal Writing (1)

EDUC 860B: Dissertation Development and Proposal Writing (1)

EDUC 860C: Dissertation Development and Proposal Writing (1)

EDUC 861: Dissertation Writing (1-9) must be taken for a total of 9 credits.


Additional Program Courses (0 credits)

EDUC 890: EdD Milestone Paper (0)

EDUC 889: Student Success Seminar (0)

Concentration: Higher Education and Student Affairs

The concentration in Higher Education and Student Affairs (15 credits) exposes students to the social, cultural, and organizational contexts of higher education, theories of leadership and student development, and discussion of current issues.

Students in this concentration will select five content courses from the Higher Education and Student Affairs program. For course descriptions, please view the most recent university catalog.


Concentration Coursework

EDUC 607: Introduction to Higher Education and Student Affairs (3)

And will also choose four courses from the following options:

EDUC 605: Community College Today (3)

EDUC 606: Topics in Higher Education (3)

EDUC 608: Evaluation and Assessment (3)

EDUC 612: Media and Digital Technologies for Leadership in Higher Education (3)

EDUC 624: College Student Development Theory (3)

EDUC 631: Law, Policy, and Ethics in Higher Education (3)

EDUC 633: Working with College Students (3)

EDUC 669: Diversity and Social Justice in Higher Education (3)

Concentration: School & District Leadership (with PASC Credential)

The concentration in School and District Leadership with an embedded Preliminary Administrative Services Credential (PASC) provides candidates with the opportunity to expand on their leadership skills in a deep and meaningful way, meet the state standards for educational leadership, engage in meaningful fieldwork in education administration, and complete the state performance assessment for education leaders (California Administrator Performance Assessment - CalAPA). 

In this five-course series, students engage in a deep dive into program evaluation and assessment; education law, finance, and personal management; coaching and teacher development; and, applied leadership skills in leadership labs. For course descriptions, please view the most recent university catalog.


Concentration Coursework

EDUC 828: School Law, Finance, and Personnel Management (3)

EDUC 643: Coaching and Teacher Development (3)

EDUC 670: Program Evaluation and Assessment (3)

EDUC 675: Curriculum and Program Development (3)

EDUC 634A: Leadership Lab A (1)
 Co-requisite EDUC 635A (zero-unit CalAPA registration).

EDUC 634B: Leadership Lab B (1)
Co-requisite EDUC 635B (zero-unit CalAPA registration).

EDUC 634C: Leadership Lab C (1)
Co-requisite EDUC 635C (zero-unit CalAPA registration).

Concentration: School & District Leadership (without credential)

The concentration in School and District Leadership (with no credential) provides candidates, particularly those who already possess an administrative credential, with the opportunity to expand on their leadership skills in a deep and meaningful way. Students in this concentration will select five content courses from the School and District Leadership Program. For course descriptions, please view the most recent university catalog.


Concentration Coursework

Students will take five courses from the following course offerings:

EDUC 602: Leadership for Diverse Populations (3)

EDUC 641: Leadership for Change (3)

EDUC 643: Coaching and Teacher Development (3)

EDUC 670: Program Evaluation and Assessment (3)

EDUC 671: Ethical and Reflective Leadership (3)

EDUC 673: School Resource Management (3)

EDUC 674: Education Law and Policy (3)

EDUC 675: Curriculum and Program Development (3)

EDUC 676: School Personnel Management (3)

EDUC 828: School Law, Finance, and Personnel Management (3)

Concentration: Community Engaged Leadership in Schools and Society

The concentration in Community Engaged Leadership in Schools and Society (15 credits) provides candidates with opportunities to explore the power and promise of community-embedded approaches to social change.

Students in this concentration will take five courses examining the role of educational leaders in promoting democratic participation in K-12 schools and communities. For course descriptions, please view the most recent university catalog.


Concentration Coursework

EDUC 836: Race, Equity and Schools (3)

EDUC 837: Literacy and Democracy (3)

EDUC 872: Education and Community Organizing (3)

MALT 601: Foundations of Learning (Inside-Out Course) (3) 

EDUC 871: Special Topics in Community-Engaged Leadership (3)

Concentration: General

The general concentration (15 credits) provides a lot of choice and is intended to allow students to take a range of graduate courses, as per their interests. Students should discuss possible choices with their advisor or dissertation chair. For course descriptions, please view the most recent university catalog.


Concentration Coursework

EDUC 871: Special Topics in Community-Engaged Leadership (3)

Options: 12-credits of graduate coursework

Ed.D. Dissertations in Leadership for Educational Justice

 

  • Computer Science and Mathematics Intervention: Addressing Underprivileged Student Engagement and Equity Gaps in Computer Science
    Kristen Sandler, University of Redlands
  • The Effectiveness of Mentorship Programs: Increasing Attendance and Graduation Rates among African American Males
    Louis Charles Wright III, University of Redlands
  • The Voices of Former Children in Foster Care: Creating Space for Love and Attachment in Schools
    Vanessa Silva, University of Redlands
  • Hidden in Plain Sight: The Silent Voices of America’s Third-Class Citizens
    Oron Jevon Jackson, University of Redlands
  • The Impact of Social, Emotional, and Academic Learning on Student Engagement: A Delphi Study
    Deborah Laster-Johnson, University of Redlands
  • Critical Recognition of the Experiences of Therapeutic Behavioral Strategist Voices in Addressing Student Trauma
    Nathan Ambrosio, University of Redlands
  • Narrating Parents/Guardians’ Experiences: Advocating for Students on Individualized Education Programs
    Catherine McPeck Slepski, University of Redlands
  • Cultivating Parental Involvement Through the Lens of Perceived Success and Engagement
    Robin McMillon, University of Redlands
  • A Phenomenological Study of White Female First-, Second-, and Third-Year Teachers in Title I Schools
    Ashley Tiedemann, University of Redlands
  • Perception is Reality: Teachers' Perceptions of the Presence of Servant Leadership Characteristics in Public School Principals and its Influence on Teachers
    Johnnie M. Simmons, University of Redlands
  • The Impact of Depression and Anxiety on the Academic Achievement of Foster Youth
    Lillian Benitez University of Redlands
  • Social Class Influences: Student Engagement of Upper Middle Class African American Students
    Kitty M. Fortner University of Redlands
  • Collegiate Coaches' Perceptions of Hazing Based on Gender and Hazing a Form of Bullying
    Tacy L. Duncan University of Redlands
  • Surviving High School as a Homosexual in a Heteronormative Culture
    Linda K. Corbin University of Redlands
  • Social Justice Beliefs and Practices of Novice versus Experienced Elementary School Teachers
    Sara Burton University of Redlands
  • Student Engagement, Social and Cultural Capital of Incarcerated Youth and Their Overall Human Capital Net Worth
    Alfonso Banks University of Redlands

Featured Articles

‘Time, patience, and support’

Mai Vang wearing a purple blouse. She is looking and smiling at the camera.

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After receiving her MBA from the School of Business, U of R employee Mai Vang ’18, ’22 decided to pursue a doctoral degree from the School of Education, where she is researching a topic that is particularly relevant to her own life—the experiences of mothers of color in graduate school.

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Doctoral student sheds light on issues for LGBTQ teachers 

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What are some of the challenges that LGBTQ teachers face in the classroom? Recent Ed.D. graduate Amy Cecilio ’14, ’18 addressed this question in her University of Redlands School of Education dissertation titled “The Perceptions and Experiences of Queer Teachers.”

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Redlands doctoral student presents to the nation’s top educational scholars

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Sara Durazo-DeMoss ’13, ’19 was among those presenting recently at the national conference of the Association for the Study of Higher Education (ASHE).

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School of Education alumnus named California Teacher of the Year

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Brian McDaniel ’11 uses innovative methods to reach middle school music students 

After four years of excelling as the director of bands and choirs at Painted Hills Middle School in Desert Hot Springs, Calif., McDaniel was named a California Teacher of the Year. 

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Admission Requirements

Applications to the Ed.D. program are accepted 3 times throughout the year in December, March, and June, though priority is given to applications received by the December and March deadlines. Review the complete Ed.D. admissions application requirements.

Earn a Doctorate in Leadership for Educational Justice

The Ed.D. in Leadership for Educational Justice program prepares compassionate, highly skilled leaders that are positioned to face educational equity challenges head-on and become advocates for the under-served.

Five concentration options allow you to tailor the degree to achieve your individual goals and establish a career focused on promoting equity and justice across educational systems.

Ready to get started? Request information, or apply now.