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For Us, by Us: Exploring Constructions of Student Activism and University Support

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Bibliographic Details
Title: For Us, by Us: Exploring Constructions of Student Activism and University Support
Language: English
Authors: Ruiz, Berenice Andaluz, Cheng, Kai-Wei, Copeland Terrell, B. Cheree, Lewis, Kevin A., Mattern, Maxwell C.
Source: Higher Education Politics & Economics. 2017 3(2):239-260.
Availability: Higher Education Politics & Economics. 2309 Education Building, Norfolk, VA 23529. Tel: 757-683-4118; e-mail: hepe@odu.edu; Web site: http://ojed.org/index.php/hepe/index
Peer Reviewed: Y
Page Count: 23
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Activism, Student Attitudes, Student School Relationship, College Faculty, Teacher Student Relationship, Student Experience, Student Participation, Undergraduate Students
ISSN: 2577-7270
Abstract: Across the country, identity-based activist movements have impacted the mobilization of student activists on college campuses. This article focuses on students' construction of activism and their perceptions of support from administration, faculty, and staff. The researchers employed a constructivist framework and revealed four domains highlighting student's experiences with activism on campus. Our recommendations describe ways campus stakeholders can better support student efforts for social change.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1208003
Database: ERIC
Description
Abstract:Across the country, identity-based activist movements have impacted the mobilization of student activists on college campuses. This article focuses on students' construction of activism and their perceptions of support from administration, faculty, and staff. The researchers employed a constructivist framework and revealed four domains highlighting student's experiences with activism on campus. Our recommendations describe ways campus stakeholders can better support student efforts for social change.
ISSN:2577-7270