Social Justice & Advocacy in Human Services
Cailyn F. Green, Empire State University
Bernadet DeJonge, Empire State University
Nikki Golden, Seattle University
Kim Brayton, Russell Sage College
Carrie Steinman, Empire State University
Shannon Raybold, Portland State University
Copyright Year:
ISBN 13: 9781956862157
Publisher: Milne Open Textbooks
Language: English
Formats Available
Conditions of Use
Attribution
CC BY
Reviews
Reviewed by Rhonda Moody, Adjunct Professor, Norfolk State University on 11/25/25
This text details the content in a purposeful, thoughtful and thought-provoking manner. Throughout each chapter, the authors make clear that the point of the text goes beyond listing facts for the reader to use to simply complete a class. ... read more
Reviewed by Rhonda Moody, Adjunct Professor, Norfolk State University on 11/25/25
Comprehensiveness
This text details the content in a purposeful, thoughtful and thought-provoking manner. Throughout each chapter, the authors make clear that the point of the text goes beyond listing facts for the reader to use to simply complete a class. Instead, the text is quickly revealed as a resource that the reader will want to keep with them in their professional lives to refer to.
The subject matter of each chapter is deeply examined, but not exhaustively so. The addition of hyperlinks in activity and discussion facilitated deeper study by providing enriched layers of detail via varied resources.
The way the subjects were covered is easily digestible and offers cues for definitions and directions to be found for easy navigation.
Content Accuracy
The content of each chapter is presented in an error-free, unbiased and unflinching manner. Specifically, the chapters detail the historical framework of structural inequality that has impacted innumerable people as members of varied races, ethnicities, genders and affiliations. Timelines were detailed as facts were revealed without characterizing roles as that of villain or victim. Instead, the accounts were listed for the reader to draw their own conclusions of how structural inequality has been an American tradition since the country’s inception.
Relevance/Longevity
As society’s current state is birthed from the past, in this text, previous events follow a trail to the most current iterations of structural inequality and adjacent societal challenges. Although the authors of this text plan to update the text annually, this text has been crafted to remain relevant regardless of the frequency of updates. This relevance is due to the rich telling of events and parallels that occur on a cyclical basis.
Clarity
The vernacular of this text is written in a way that is easily understood by readers of various backgrounds and levels of education. When acronyms and language specific to a historical occurrence or series of events are used, clarification is always offered to facilitate the flow of the text.
The language of this text does not make for a cold, detached and distant read, but a tone of invitation to reveal enriched levels of detail is offered to the reader. The style of this text bids the reader into a world of knowledge that dissects the background of current American society. In this vein, the chronicles that have led to current alliances, divisions, traditions and/or stereotypes are divulged to expand the psyche of the reader.
Consistency
The level of consistency of terminology with requisite understanding in this text is at expert level and the framework is solid throughout.
Modularity
The way the content of the text is divided into smaller sections allows for ease of understanding a particular topic by the reader without being overwhelmed. Further, faculty members can create discussion points and assign tasks effortlessly.
Information can be reorganized for various reasons by faculty members, with cohesion remaining intact.
Organization/Structure/Flow
The topics in each chapter of the text are organized in a way that each chapter could stand alone as its own body of work. The chapters are then arranged in a logical fashion throughout the text that is compelling, interesting and illuminating.
Each part and the totality of the text is superbly organized.
Interface
The text has fully operational hyperlinks in the activities, discussions, references and media sections.
Hyperlinks in the References section are fully functional with the exception of one exception found in a hyperlink in the References section of Chapter 3:
University of Michigan. (2023). Government obligations. https://humanrightshis
tory.umich.edu/accountability/obligationr-of-governments/
The message alert mentioned 'There has been a critical error on this website.'
Grammatical Errors
The text contains no grammatical errors with an exception in Chapters 1 and 5:
Chapter 1
Activity 1.5 – Hyperlink for the Constitution is fully operational as a document.
The document at the hyperlink is full of random/inappropriate capitalizations beginning Section 3: The Senate.
Chapter 5
References section features sources that state ‘Retrieved DATE HERE’ need to have dates inserted (if that is the preference) as in the example below:
National Archives. (2022, January 28). The Emancipation Proclamation. In Nation
alArchives.gov online exhibit. Retrieved DATE HERE, from https://www.archives.gov/
exhibits/featured-documents/emancipation-proclamation#:~:text=President%20Abra
ham%20Lincoln%20issued%20the,and%20henceforward%20shall%20be%20free.%22
Cultural Relevance
This text is like a documentary that comes to life in well executed and organized chapters for a superb complete project. The text is respectful of all people discussed as individuals, parts of races, ethnicities, backgrounds, groups, organizations, affiliations or movements.
CommentsRecommendation
Without hesitation I would utilize this textbook as required or optional reading for all sociology, human services and courses regarding and related to including topics and the intersection of race, class and gender.
Table of Contents
- Preface
- Overview, Framing, and Definitions
- Chapter 1: Historical Concepts of Social Justice
- Chapter 2: Theories of Social Justice
- Chapter 3: Human Rights and the Equitable Distribution of Resources
- Chapter 4: Power, Privilege, Oppression, and Bias
- Chapter 4: Legislation and Policy
- Chapter 6: Race, Racism, and Being Black in the United States
- Chapter 7: Being Asian, Indigenous, and Latinx in the United States
- Chapter 8: Being a Woman in the United States
- Chapter 9: Gender and Sexuality in the United States
- Chapter 10: Poverty in the United States
- Chapter 11: Religion in the United States
- Chapter 12: Ability in the United States
- Chapter 13: Community Action and Activism
- Chapter 14: Social Justice Practice in Human Services: An Individual Approach
- Chapter 15: Social Justice Practice in Human Services: A Systems Approach
About the Book
Social Justice & Advocacy in Human Services delves into the complex realm of social justice, offering a deep dive into historical roots and theories to practical applications in the field. This text covers fundamental concepts, including power, privilege, and oppression, and explores critical issues like racism, gender, sexuality, poverty, religion, and disability in the context of the United States. The last section of the book hones in on the field of human services, discussing power, privilege, and bias in this context, and lastly exploring equitable distribution, human rights, and the systems and entry points within human services practice.
The text provides many resources, videos, definitions, and reflection questions, ensuring readers have a solid foundation in social justice concepts. The authors also present real-world stories and examples, enriching the learning experience. The text also offers educators and students opportunities to explore, learn more on their own, and take actionable steps toward advancing social justice.
About the Contributors
Authors
Cailyn F. Green, Ph.D., CASAC-M, is the assistant professor of addiction studies and a mentor in the School of Human Services at Empire State University. She earned her Ph.D. in Criminal Justice with a specialization in Addiction Studies from Walden University. Her MS in Forensic Mental Health from Sage Graduate College and her BA in Psychology from Western New England University. Prior to entering the academic world, she worked as a clinician and case manager for the recently incarcerated struggling with substance use issues. Dr. Green spent time at Albany County Drug Court, TASC (Treatment Alternatives for Safer Communities, a long-term residential facility for recently incarcerated) and St. Peters Addiction Recovery Services (SPARC, both at the inpatient and outpatient level). She also acted as a clinician for virtual global crisis intervention counseling. She is a Certified Alcoholism and Substance Abuse Counselor- Masters level (CASAC-M) through NYS OASAS. She has been a college instructor since 2014 and has taught in person, hybrid as well as online courses. Her passion is developing curriculum which incorporates real life skills and work tasks to prepare her students for careers in the human service and addiction fields.
Bernadet (Bernie) DeJonge, PhD, CRC, LMHC, has her BA in psychology (1999) and MA in Rehabilitation Counseling (2007) from Western Washington University. Her PhD is from Oregon State University in Counseling (2022). She is currently an Assistant Professor in the School of Human Services at Empire State University. Bernie’s areas of interest include DEIB, the integration of counseling into medical services, online pedagogy, and disability.
Dr. Nikki Golden, LMFT, SUDP, MAC, CMHS is currently an assistant professor at Seattle University in the Counseling Program. She is a licensed Marriage and Family Therapist (LMFT), a Substance Use Disorder Professional (SUDP), a Masters of Addiction Counselor (MAC), and a Child Mental Health Specialist (CMHC). Dr. Golden has extensive clinical experience in both the mental health and substance use disorder fields. Dr. Golden’s areas of clinical expertise include addictions, clinical supervision, co-occurring disorders, relationships, sexuality, trauma and working with the LGBTGEQIAP+ population. Dr. Golden’s research interests include sociocultural identities and relationships, burnout as a systemic issue, sexuality, and trauma.
Dr. Kim Brayton received a joint law and clinical psychology doctorate in California at Palo Alto University and Golden Gate School of Law. She is a professor at Russell Sage College where she heads the program working with students in forensic mental health. Additionally, she has a private practice where she specializes in treating adult survivors of trauma and forensic assessment. In her spare time she enjoys golf, reading and the various exotic locations she bikes through on her stationary bike.
Carrie Steinman, Ph.D., LMSW, MS, has been a faculty member in the School of Human Services at SUNY Empire State University since 2016. She holds a Ph.D. in Social Welfare from Stony Brook University, an LMSW from Hunter College School of Social Work, and a Master of Science in Counseling and Development from Long Island University. With a Ph.D. in Social Welfare and as a New York State Licensed Social Worker (LMSW), Dr. Steinman brings extensive practical experience to her academic role. She has worked with a range of vulnerable populations, with expertise in child welfare, including foster care, juvenile offenders, and homeless and at-risk youth. Her professional background includes work as both a clinician and an administrator across various agency settings. At SUNY Empire, Dr. Steinman has contributed to curriculum development and revision as a member of the School of Human Services Curriculum Committee. She currently serves as co-chair of the school’s Diversity, Equity, Inclusion, and Social Justice (DEISJ) Committee, which she joined at its inception in 2020. In this role, she has helped integrate anti-racist practices and DEISJ principles into the curriculum.
Shannon Raybold is a Program Administrator for Multnomah Early Childhood Program, which provides special education services to over 3,000 children ages birth-5 years old in the Portland, OR metro area. She has a BA in Special and Elementary Education from Western Washington University, a master’s degree from the University of Washington specializing in Autism and low incidence disabilities, and is currently completing her EdD from Portland State University in Special Education Leadership. Shannon has been a practitioner in the field of special education for over 20 years, working with children from birth through adulthood. She has supported children in public and private schools around the world, in addition to founding a private educational consulting practice. Shannon has provided professional development for teachers and administrators at local, national, and international conferences on a wide variety of topics related to supporting students with special learning needs. In addition, she has written courses for SENIA Academy and MiniPD to build the capacity of educators and administrators globally. She also serves as an Associate Director for SENIA International and is a tireless advocate for children who experience the world in diverse ways.