Through the use of Twale et al.’s model of socialization of graduate students, this study sought to better understand the experiences of graduates from an educational leadership and administration program and the influence faculty have on the knowledge acquisition needed to create socially just educational communities. Graduate programs must be critical of the responsibility faculty have in preparing graduates capable of creating socially just educational communities, in particular as they enter educational settings that are the most diverse in U.S. history. Through the use of phenomenological inquiry, interviews with 10 participants revealed three themes: (a) Faculty Connection and Department Culture, (b) Social Justice Curriculum; and (c) Social Justice Pedagogy and Instruction. Implications for research and practice are discussed and center on graduate students, faculty, and departments of educational leadership and administration.

通过使用Twale等人的研究生社会化模型，本研究试图更好地了解教育领导和管理计划的毕业生体验，以及教师对创建社会公正教育社区所需的知识获取的影响。研究生课程必须批评教师在培养具有创造社会公正教育社区能力的毕业生方面所承担的责任，尤其是当他们进入美国历史上最多样化的教育环境时。通过现象学探究，对10名参与者的访谈揭示了三个主题：（a）教职关系和部门文化，（b）社会正义课程；（c）社会正义教育学和教学。