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M.A. in Equity, Access, and Success in Education

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Program Overview

The Rowan Experience
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The objective of Rowan University's Master of Arts (M.A.) in Equity, Access, and Success in Education is to prepare urban educators, community organizers, policymakers, school leaders, and youth-focused change agents to understand the contradictions of current school systems and meaningfully address the educational and broader socioeconomic disparities that many communities too often face. The program meets its primary objective through a focus on students understanding and applying a range of critical perspectives to study urban education and communities including from historical, legal, sociological, and political economic lenses. There are no certifications attached to the program. The program culminates in a master's degree.

The M.A. inEquity, Access, and Success in Education also offers a concentration in English as a Second Language which is devoted to creating a community of educators who link efforts in multicultural education to social justice actions that promote social reform in the wider community through shaping educational practice, policy, and research. Courses prepare students to serve diverse populations in formal and informal educational settings and facilitate the study of language and literacy in conjunction with the study of the cultural, social, political, and economic contexts in which educational events and practices are embedded.

Teachers in the state of New Jersey may apply to the Master of Arts in Equity, Access, and Success in Education program through the New Jersey Teacher Outreach Program (NJTOP®). For more information about NJTOP, click here.

Curriculum
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The Master of Arts (M.A.) in Equity, Access, and Success in Education is a part-time program offered in face-to-face format on the Camden campus. It requires the completion of 36 graduate semester hours (12 courses) and can be completed in six consecutive semesters. The plan of study includes a 12 credit hour core, a choice of 12 credit hour concentrations and six credits of electives. Initial concentration offerings include Curriculum & Pedagogy and Leadership & Policy.

The following courses make up the M.A. in Urban Education and Community Studies program.

  • 12 Courses / 36 Semester Hours
  • Foundation Courses: No
  • Graduation / Exit / Thesis Requirements: Yes
Course Number Title S.H. (Credits)
Required Courses: 12 S.H.
CASE 90510 Power and Privilege: The Social Construction of Difference 3
CASE 90511 Sociology of Education: Political Economy of Urban Education and Environments 3
CASE 90512 Examining Intersectionality: Critical Theories of Race, Class, Gender, Sexuality, and Citizenship 3
CASE 90513 History of Urban Education and Communities 3
CASE 90514 Education Reform in the US: Theories of Change 3
Research Courses: 9 S.H.
Required Research Courses: 6 S.H.
EASE 90519 Urban Inquiry and Social Justice Research Methods 3
EASE 90524 Thesis/Capstone Project 3
Choose one research elective course from the following: 3 S.H.
EASE 90520 Participatory Research Methods in Contexts 3
EASE 90521 Ethnography in Urban Settings 3
EASE 90522 Urban Quantitative Methods 3
EASE 90523 Urban Qualitative Methods 3
Concentration: 12 S.H. (Choose one concentration and select four courses in the selected area. At least 2 of those courses must include field or community based experiences.)
Curriculum and Pedagogy: 12 S.H.
CASE 90530 Curriculum Theories in Urban Education 3
EASE 90531 Critical Consciousness: Sharing Power and Voice with Students 3
EASE 90532 Working with Families and Communities 3
EASE 90534 Disability Studies 3
Leadership & Policy: 12 S.H.
EASE 90540 Urban Education Policy and Reform 3
CASE 90541 Leadership for Social Justice and Educational Equity 3
EASE 90542 Engaging in Education and Community Advocacy 3
CASE 90543 Structural, Cultural, and Demographic Displacement in Urban Education Contexts 3
English as a Second Language Courses: Choose 12 S.H.
BLED 40510 Issues of Language and Cultural Diversity in ESL/Bilingual Programs
BLED 40512 Linguistics and Second Language Acquisition for Teaching Languages 3
BLED 40515 Language, Culture, and Communication 3
BLED 40520 Planning, Teaching, and Assessment in ESL Classrooms 3
BLED 40522 Integrating Language and Content in ESL/Bilingual Education 3
Elective/Special Topics Courses: 3 S.H. (Students can take one of these courses or additional courses with a concentration area or research methods)
CASE 90550 Urban Education and Community Studies Special Topics 3
CASE 90551 Artistic Expression in Action: Building Stronger Communities through Fine Arts Outreach 3

Note: The courses listed above are not official and are subject to change. For an official list of available courses please visit the Rowan Global section tally.

Admission Requirements
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The following is a list of items required to begin the application process for the program. There may be additional actions or materials required for admission to the program. Upon receipt of the materials below, a representative from the Rowan Global Admissions Processing Office will contact you with confirmation or will indicate any missing items.

  • Completed Application Form
  • $65 (U.S.) non-refundable application fee
  • Bachelor's degree (or its equivalent) from an accredited institution of higher learning
  • Official transcripts from all colleges attended (regardless of number of credits earned)
  • Current professional resume
  • Typewritten statement of professional objectives
    • Provide reasons for pursuing the program. Describe how you might use this program to advance your career (educational goals beyond the master's level, if applicable, are also relevant).
  • Two letters of recommendation
    • Letters of recommendation should be from professional administrators and include information which attests to applicant's ability to pursue a graduate degree
  • Minimum cumulative GPA of 2.8 (on a 4.0 scale)
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Rowan University hosts a series of on campus and virtual events throughout the year to help you get to know us. From general information sessions, to program specific meetings with advisors, to webinars on timely and thought-provoking topics, these gatherings provide an excellent opportunity to ask questions, network with academics and future students, and learn from some of the most innovative and informed faculty in higher education today.
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