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SCAE Courses and Program Requirements

Note: The program requirements listed below are effective Fall 2014.

All students must complete a minimum of thirty-three (33) units of upper-division and graduate level courses, of which twenty-four (24) units must be at the 500/600 level. At least twenty-four (24) units must be completed in residency. With consent of the student's advisor and after following procedures for course equivalencies, students may count up to six (6) units of previously taken graduate courses toward the degree.

The six main components of the program are detailed below:

  1. SCAE Core Courses (2 courses, 6 units)
  2. SCAE Emphasis Area Courses (4 courses, 12 units)
  3. Research Methods Courses (2, courses, 6 units)
  4. Electives (2 courses, 6 units)
  5. Capstone Course (1 course, 3 units)
  6. Exit Requirement 

1. Core Courses (6 units)

The program has two required core courses that are taken during the student's first year of study. SCAE 550 is offered during Fall Semester and SCAE 551 is offered during Spring Semester.

SCAE 550 - Foundations of Social and Cultural Analysis of Education (3 units)
Introduction to central theories and concepts and development of core competencies in social and cultural analysis of education; discussion of applications of critical theories and pedagogies in education; examination of the significance of social difference (e.g.,. race, class, gender, sexuality, language). Letter grade only (A-F).

SCAE 551: Critical Pedagogies (3 units)
In-depth examination of foundations and constructs of critical pedagogy in various educational contexts; applications of critical pedagogies in the United States and around the world; exploration of the relationship between critical pedagogies and social and educational justice. Letter grade only (A-F).

2. Area of Emphasis Courses (12 units)

Students must take three courses, or nine (9) units, in one emphasis and one course, or three (3) units, in the second emphasis. The courses in the International Contexts emphasis are: SCAE 564, 566, 567, and 568. The courses in the Urban Contexts emphasis are: SCAE 560, 561, 562, and 564. For the second area of emphasis, students choose one course from SCAE 560-562 for Urban Contexts or 566-568 for International Contexts. Note that SCAE 564 is part of both areas of emphasis and therefore may not be taken as the required course in the second area of emphasis.


SCAE 560: History of Social and Educational (In)equality (3 units)
Historical survey of education as an institution; struggles for educational justice from the 19th century to present; analysis of the historical foundation of persistent educational inequities; emphasis on peoples of color, women, people with disabilities, LGBT individuals, and immigrants. Not open for credit for students who have received credit for EDP 576. Letter grade only (A-F).

SCAE 561: Urban Educational Policy (3 units)
Critical examination of the historical, cultural and political-economic dimensions of educational policy; impact of educational policy on student learning, experiences and outcomes; issues of difference, identity and justice in educational policy; special attention to urban education policy issues in California. Not open for credit for students who have received credit for EDP 575. Letter grade only (A-F).

SCAE 562: Agency, Resistance and Identity in Education (3 units)
Sociological and anthropological approaches to understanding youth cultures, academic resilience, identity formation, and how students influence, and are influenced by, educational experiences; youth and community organizing; race, class, gender, sexuality, language etc. as factors in education. Not open for credit for students who have received credit for EDP 574. Letter grade only (A-F).


SCAE 566: Education and Global (In)equality (3 units)
Examination of historical and contemporary global power structures that contribute to educational inequality; investigation of neocolonialism and the influence of international organizations in educational development; discussion of strategies to address social and educational inequalities that exist around the world.Not open for credit for students who have received credit for EDP 582. Letter grade only (A-F). [Revised course title and description, effective Fall 2014.]

SCAE 567: Educational Issues in Global Perspective (3 units)
Analysis of topical issues related to education in various international contexts; examination of topical issues across countries. Students have the opportunity to select the issues under investigation in consultation with the instructor. Not open for credit for students who have received credit for EDP 583. Letter grade only (A-F).

SCAE 568: Globalization and Educational Reform (3 units)
In-depth study of globalization and its impact on education around the world; analysis of policy borrowing and lending processes in the educational arena; national and local interpretations of global or borrowed educational policies; examination of educational reform processes. Letter grade only (A-F).


SCAE 564: Language and Educational Policies (3 units)
Examination and analysis of historical and contemporary U.S. language policies, educational language policies, and legal decisions as context for current educational language practices; comparison of experiences with other nations; discussion of the relationship between language attitudes and educational policy formation. Not open for credit for students who have received credit for EDP 672. Letter grade only (A-F).

3. Research Methods Course (6 units)

All students must completed EDP 400 and choose either EDP 520 or EDP 595.

EDP 400: Introduction to Educational Research (3 units)
Explores a wide range of research methods used in education. Topics include traditions, theories, approaches, and applications of qualitative and quantitative research methods.

ED P 520: Quantitative Research Methods in Education (3 units)
Prerequisites: For majors in MA in Educational Psychology: ED P 419 or equivalent. For other majors: ED P 400 or equivalent.
Examination and application of quantitative educational research methodology including research designs, sampling methods, inferential statistics and hypothesis testing, and the structure and content of a research proposal.

ED P 595: Qualitative Research Methods in Education (3 units)
Prerequisites: ED P 400 or equivalent. Examination, analysis, and application of qualitative research methodology including various types of methods, designs, data collection strategies, data analysis and presentation of findings techniques; qualitative research study construction.

4. Electives (6 units)

Two elective courses are chosen in consultation with the student's advisor from an array of graduate-level and upper division undergraduate courses within the College of Education and the University. Students who choose the thesis or project option as an exit requirement (see below) generally use the required two (2) sections of EDP 698 or EDP 699 as their elective courses. Students may choose to take additional elective courses to supplement program requirements if they wish. 

5. Capstone Course (3 units)

The SCAE capstone course is required for all students in their final year of study. SCAE 695 is offered in Fall Semester only.

SCAE 695: Social and Cultural Analysis of Education Capstone (3 units)
Synthesis of concepts and ideas in the social and cultural analysis of education; implications of social and cultural theories for educational practice in a variety of settings; strategies for effecting social and educational justice. Letter grade only (A-F).

6. Program Exit Requirement

After completing all course work and the advancement to candidacy process, students must officially select from three exit options: 1) Comprehensive Exam, 2) Thesis, or 3) Project. Students who choose the master's thesis or project must enroll in two courses (6 units) of thesis or project study while completing their independent work. As noted above, students who choose the thesis or project option generally use the two required courses to fulfill elective requirements.

last updated — Jan 10, 2014