As of Fall 2026, this program is no longer accepting applicants.
As disparities along ethic/racial, economic, gender and religious lines gain prominence in the national conversation, there is a growing need for trained "change agents" to carry out the work of community development, social justice and human rights advocacy.
Faith-based community service programs, service immersion trips, and social justice projects attract high-minded "change agents" of great generosity and courage who want to serve economically disadvantaged communities, underserved and underrepresented populations, and people whose human dignity is under assault by social arrangements and structures. The post-Vatican II emphasis on a Church that sees working for justice as constitutive of the Christian life and that proposes an "option for the poor" as a pastoral standard, has spawned a growing number of talented and educated young adults who want to integrate service, social justice, and advocacy into their life patterns and career choices. With Pope Francis, the social justice movement is gaining even more momentum.
This degree program is designed to serve these change agents, offering a solid grounding in spiritual and theological foundations for this work, information about the key social justice issues today, the skills and told of assessment and analysis in addressing these issues, best-practice strategies for effective work in advocacy and community development, contextual education at sites where social justice work is exemplary, and the practical tools of successful leadership in addressing social justice issues.
The Social Justice (MA) also offers an Accelerated Master's Pathway for Undergraduate students to complete their Graduate studies in a fifth year. Further details of the AMP, including the suggested sequence of courses, can be found under the Curriculum tab.
The Institute of Pastoral Studies, Loyola University Chicago (IPS), is accredited by the Commission on Accrediting of the Association of Theological Schools. The Board of Commissioners of the Association of Theological Schools (ATS) granted full accreditation to IPS on June 10, 2019.
The Association of Theological Schools
10 Summit Park Drive
Pittsburgh PA 15275-1110
Telephone: 412-788-6505
The following IPS degree programs are approved by the Commission on Accrediting: Master of Divinity, Master of Arts in Christian Spirituality (Professional MA), Master of Arts in Counseling for Ministry (Professional MA), Master of Arts in Pastoral Counseling (Professional MA), and the Master of Arts in Social Justice (Professional MA) were also approved, as were our comprehensive online (distance education) programs.
Related Programs
Curriculum
The MA in Social Justice is a 30 credit hour degree, including 5 core courses (15 credit hours) and 4 elective courses (12 credit hours) along with a sequence of Contextual Education courses (3 credit hours total) and a capstone Integration Project.
Besides the traditional Master's program, the Social Justice (MA) is also offered as an Accelerated Master's Pathway where exceptional students can complete the program in a fifth year. A suggested sequence for the AMP can be found below.
Course List | Code | Title | Hours |
| IPS 610 | Foundations of Social Justice | 3 |
| IPS 660 | Leadership in Social Justice Organizations | 3 |
| IPS 635 | Community Organizing and Community Development | 3 |
| IPS 532 | Social Context of Ministry | 3 |
| or IPS 625 | Social Ethics: Politics and Global Economics |
| IPS 615 | Liberation Theology | 3 |
| or IPS 551 | Social Ethics in the Catholic Tradition |
| IPS 578 | Contextual Education Preparation | 0 |
| IPS 579 | Contextual Education Introduction | 1.5 |
| IPS 580 | Contextual Education I | 1.5 |
| IPS 593 | Integration Project | 0 |
| Total Hours | 30 |
Electives
Electives (12 credit hours) are chosen in consultation with the academic advisor. Electives may be taken in IPS or in many of the other schools, colleges, academic centers and institutes at Loyola University Chicago. See your academic advisor for more details.
The following represents a list of courses across the university that would be appropriate for students in the MA in Social Justice. It is meant to be suggestive rather than exhaustive. This list is to make students aware of “sub-disciplines” within social justice as a way of exploring different career options. This list also emphasizes the interdisciplinary nature of the degree and the career field. In this way, students might take multiple electives within a given field.
Competency Area: International Development
Course List | Code | Title | Hours |
| PLSC 430 | Theories of International Politics | 3 |
Competency Area: Public Policy
Course List | Code | Title | Hours |
| MPP 404 | Public Policy Process | 3 |
| PLSC 410 | Urban Politics | 3 |
| or MPP 410 | Special Topics in Public Policy |
Competency Area: Politics/Government
Course List | Code | Title | Hours |
| PHIL 480 | Social & Political Philosophy | 3 |
| PLSC 447 | American Political Thought to Civil War | 3 |
| SOWK 509 | Social Work Policy and Community Intervention | 3 |
Competency Area: Education
Course List | Code | Title | Hours |
| ELPS 432 | Multiculturalism for Social Justice in Higher Education | 3 |
| ELPS 433 | Student Development in Higher Education | 3 |
Competency Area: Non-Profit Management/Communication
Course List | Code | Title | Hours |
| COMM 368 | Ethnographic Research Methods in Communication | 3 |
| COMM 405 | Story Development and Production | 3 |
| DIGH 400 | Introduction to Digital Humanities Research | 3 |
| SOWK 714 | Philanthropy, Public Policy, and Community Change | 3 |
Competency Area: Ministry
Course List | Code | Title | Hours |
| IPS 403 | Spiritual Paths in World Religions | 3 |
| IPS 404 | Theologies of Suffering | 3 |
| IPS 485 | Religious Education, Evangelization & Cultures | 3 |
| IPS 570 | Introduction to Theology and Ministry | 3 |
| IPS 572 | Ignatian Spirituality | 3 |
| IPS 581 | Contextual Education II | 3 |
Competency Area: Healthcare
Course List | Code | Title | Hours |
| BEHL 402 | Justice & Health Care | 3 |
| BEHL 411 | Systems Ethics Frameworks | 3 |
Competency Area: Individuals and Groups
Course List | Code | Title | Hours |
| IPS 555 | Human Person and Psychological Development | 3 |
| IPS 620 | Diversity and Equity | 3 |
| PSYC 460 | Social Psychological Theory | 3 |
| PSYC 473 | Social Development | 3 |
| SOCL 425 | Inequality and Society | 3 |
| SOWK 730 | Immigration Dynamics and U.S. Social Policy | 3 |
| SOWK 732 | Migration, Social Justice, and Human Rights | 3 |
Suggested Sequence of Courses
Traditional Master's Program
Plan of Study Grid
| Year 1 |
|---|
| Fall |
|---|
IPS 551
|
Social Ethics in the Catholic Tradition
or Liberation Theology |
3 |
| IPS 610 |
Foundations of Social Justice |
3 |
| IPS 660 |
Leadership in Social Justice Organizations |
3 |
| | Hours | 9 |
| Spring |
|---|
| IPS 635 |
Community Organizing and Community Development |
3 |
| IPS 578 |
Contextual Education Preparation |
0 |
| 1 |
3 |
| 1 |
3 |
| | Hours | 9 |
| Year 2 |
|---|
| Fall |
|---|
| IPS 579 |
Contextual Education Introduction |
1.5 |
| 1 |
3 |
| 1 |
3 |
| | Hours | 7.5 |
| Spring |
|---|
| IPS 580 |
Contextual Education I |
1.5 |
| IPS 593 |
Integration Project |
0 |
IPS 625
|
Social Ethics: Politics and Global Economics
or Social Context of Ministry |
3 |
| | Hours | 4.5 |
| | Total Hours | 30 |
Accelerated Master's Pathway
Students can take up to 15 credit hours in the senior year with admission to the AMP. These credits are shared between the Bachelor's and Master's programs.
Plan of Study Grid
| Senior |
|---|
| Fall |
|---|
IPS 551
|
Social Ethics in the Catholic Tradition
or Liberation Theology |
3 |
| IPS 610 |
Foundations of Social Justice |
3 |
| IPS 660 |
Leadership in Social Justice Organizations |
3 |
| | Hours | 9 |
| Spring |
|---|
IPS 625
|
Social Ethics: Politics and Global Economics
or Social Context of Ministry |
3 |
| IPS 635 |
Community Organizing and Community Development |
3 |
| IPS 578 |
Contextual Education Preparation |
0 |
| | Hours | 6 |
| Master's |
|---|
| Fall |
|---|
| IPS 579 |
Contextual Education Introduction |
1.5 |
| 2 |
3 |
| 2 |
3 |
| | Hours | 7.5 |
| Spring |
|---|
| IPS 580 |
Contextual Education I |
1.5 |
| IPS 593 |
Integration Project |
0 |
| 2 |
3 |
| 1 |
3 |
| | Hours | 7.5 |
| | Total Hours | 30 |
Guidelines for Accelerated Master's Pathways
In Accelerated Master’s Pathways, students share limited, authorized credits between their Undergraduate and Graduate degrees to facilitate completion of both degrees in a shorter amount of time. Shared credits are Graduate level credit hours (400-level or higher) taken during the Undergraduate career and then applied both to the Undergraduate degree and towards Graduate program requirements.
Admission and Matriculation
Accelerated Master's Pathways are designed to enhance opportunities for advanced training for Loyola’s Undergraduates. Admission to these programs is competitive and will depend upon a positive review of credentials by the Graduate program. Accordingly, the admission requirements for these programs may be higher than those required if the Master’s degree were pursued entirely after the receipt of a Bachelor’s degree.
Students enrolled in an Accelerated Master's Pathway who choose not to continue to the Master’s degree program upon completion of the Bachelor’s degree will face no consequences.
Ideally, a student will apply for admission to an AMP program as they approach 90 credit hours in their Undergraduate career.
Students will not officially matriculate into the Master’s degree program and be labeled as a Graduate student by the university, with accompanying changes to tuition and Financial Aid (see below), until the Undergraduate degree has been awarded. Once admitted to the Graduate program, students must meet the academic standing requirements of their Graduate program as they complete the program curriculum.
Advising and Registration
Students in their final Undergraduate year will work with Advising in the home School of their Bachelor's program(s), as well as the Graduate Program Director of the Master’s program. Any 400-level or higher courses that the student plans to enroll in should be reviewed by both advisors to ensure that these courses will complete requirements for both degrees.
Registration in Graduate level courses during the Undergraduate year may require assistance from the Graduate Program Director and/or the student’s current academic advisor to enroll.
Shared Credits
Only courses taken at the 400-level or higher will count toward the Graduate program. At the Undergraduate level, students are restricted to enrolling in and sharing up to the number of Graduate level credits explicitly indicated in the catalog for their selected AMP program.
In general, Graduate level coursework should not be taken prior to admission into the Accelerated Master's Pathway. Exceptions may be granted for professional programs where curriculum for the Accelerated Master's Pathway is designed to begin earlier. On the recommendation of the program’s Graduate Program Director, students may take one of their Graduate level courses before they are admitted to the Accelerated Master’s Pathway if they have advanced abilities in their discipline and course offerings warrant such an exception.
Degree Requirements and Conferral
Undergraduate degree requirements are in no way impacted by admission to an Accelerated Master’s Pathway. Students should not, for example, attempt to negotiate themselves out of a writing intensive requirement on the basis of admission to a Graduate program.
The program’s Graduate Program Director will designate credit hours to be shared through the advising form and Master’s degree conferral review process. Graduate credit hours taken during the Undergraduate career will not be included in the Graduate GPA calculation.
If students wish to transfer credits from another university to Loyola University Chicago, the program’s Graduate Program Director will review the relevant syllabus or syllabi to determine whether it meets the criteria for a 400-level course or higher.
Programs with specialized accreditation requirements that allow programs to offer Graduate curriculum to Undergraduate students will conform to those specialized accreditation requirements.
Degrees are awarded sequentially. All details of Undergraduate commencement are handled in the ordinary way as for all students in the School/College/Institute. Once matriculated in the Graduate program, students abide by the graduation deadlines set forth by the Graduate program. Students in these programs must be continuously enrolled from Undergraduate to Graduate degree program unless given explicit permission by their program for a gap year or approved leave of absence. In offering the option of an Accelerated Master’s Pathway, the university is making possible the acceleration of a student’s Graduate degree completion. It should be understood that students may not request deferral of their matriculation into the Master’s degree program. If students would like to delay their Graduate studies after earning the Undergraduate degree, they may apply for admission to the traditional Master’s degree program. Any application of Graduate credit earned while in the Undergraduate program is subject to the policies of the Graduate degree granting school.
Graduate & Professional Standards and Regulations
Students in graduate and professional programs can find their Academic Policies in Graduate and Professional Academic Standards and Regulations under their school. Any additional University Policies supersede school policies.
Learning Outcomes
By completing the Master of Arts in Social Justice, students will be able to demonstrate:
- Critically analyze and apply principles of social analysis to interpret contemporary justice issues and propose ethically grounded responses.
- Conduct a contextual social analysis of a justice issue, identifying structural causes, institutional dynamics, and power relations, and synthesize relevant evidence to inform strategies for social change in diverse settings.
- Design, facilitate, and assess a community organizing or organizational change initiative using broad-based organizing methods and adaptive leadership practices appropriate to faith-based and nonprofit contexts.
- Integrate academic learning with reflective practice and articulate one’s vocational identity and a practical approach to justice-rooted leadership.
