Introduction We propose a visionary working model to normalize the pursuit of social justice praxis in educational psychology courses. Using our undergraduate course as an example, we discuss our roles as instructors, curriculum, and pedagogical strategies for forward progress. Statement of the Problem Despite stated commitments to diversity, equity, and inclusion as integral to psychology research and practice (e.g., American Psychological Association statements), most educational psychology courses are highly theoretical and do not prepare learners to counter social injustices in praxis that are meaningful for the global majority. Literature Review We make the case for why educational psychology courses are ideal for training students for social justice praxis, and outline how diversity, equity, and inclusion strategies in the literature can be used as levers. Teaching Implications We provide assignment resources to illustrate how instructors can begin to integrate diversity, equity, and inclusion throughout a course to co-construct more just futures. Conclusion Actualizing this visionary model of normalizing social justice praxis in educational psychology courses requires multi-level supports at global and local levels. Using case studies to address complex social injustices within an engaged teaching and learning environment has significant potential to empower and prepare learners to forward social justice.

The COVID-19 pandemic hit in March 2020 as high school seniors were receiving their college admission notifications for fall. Many postsecondary institutions shifted outreach efforts to online formats. This qualitative study examines how virtual recruitment at an emerging HSI incorporates culturally responsive practices from the perspective of institutional agents (IAs) who were involved in these efforts. We also consider how IAs perceive the broader commitment of the institution to serve Latinx/a/o students. Our findings expose limitations in effectively recruiting Latinx/a/os in virtual formats due to the digital divide. The IAs identify ways in which the university was not equipped to overcome unreliable broadband access and technology. These agents maintain a critical lens to identify how the institution can expand capacity and ensure that the work of supporting Latinx/a/o students is a shared responsibility and not concentrated on a few staff. The findings further raise awareness of the continued language divide in disseminating information to families who do not speak English. Our study provides insights on how universities nationwide and across the world can transform recruitment practices to more intentionally support minoritized students and families as they make enrollment decisions into college.