"A Student Should Have the Privilege of Just Being a Student": Student Activism as Labor

Linder, Chris; Quaye, Stephen John; Lange, Alex C.; Roberts, Ricky Ericka; Lacy, Marvette; Okello, Wilson Kwamogi

doi:10.1353/rhe.2019.0044

Cited by 73 publications

(89 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although our participants expressed a willingness to do some peer education via campus leadership, creating a culturally competent student body is the responsibility of institutions, not Students of Color. We contend that it is inappropriate, and unethical, to expect women of color to perform this kind of labor (Linder et al, 2019) and incur a cultural tax on their education.…”

Section: Discussionmentioning

confidence: 99%

“…Such burdens have been described for faculty/staff of color who experience a cultural tax when expected to support Students of Color and represent diversity (e.g., committees, recruitment) in addition to their regular job duties (Joseph & Hirshfield, 2011). Other research noted how social justice activist efforts of graduate students benefit post-secondary institutions, but can feel like a form of unpaid labor for those students (Linder et al, 2019). Although our participants expressed a willingness to do some peer education via campus leadership, creating a culturally competent student body is the responsibility of institutions, not Students of Color.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Insights into the Sense of Belonging from Women of Color: Interconnections of Cultural Competence, Expectations, Institutional Diversity, and Counterspaces

Vaccaro¹,

Swanson

Marcotte

et al. 2019

jcscore

View full text Add to dashboard Cite

Belonging has been described as a basic human need (Strayhorn, 2012) associated with academic success. Yet, research suggests that students from minoritized social identity groups report a lower sense of belonging than their privileged peers. Data collected via a grounded theory study offer qualitative insight into the development of belonging for Women of Color during their first semester at a predominately white university. In this paper, we use the term Women of Color, as described by Mohanty (1991) to refer to the “sociopolitical designation for [women] of African, Caribbean, Asian and Latin American descent, and Native peoples of the U.S. [and]… new immigrants to the U.S.” (p. 7). Rich student narratives reveal previously undocumented interconnections among the development of a sense of belonging, cultural competency, unmet expectations, lack of compositional and structural diversity, and campus counterspaces.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Insights into the Sense of Belonging from Women of Color: Interconnections of Cultural Competence, Expectations, Institutional Diversity, and Counterspaces

Vaccaro¹,

Swanson

Marcotte

et al. 2019

jcscore

View full text Add to dashboard Cite

show abstract

“…Racism persists in U.S. higher education (Morgan & Davis, 2019) and students continue to interrupt this racism with social movements (Darder, 2011;Linder et al, 2019;Morgan & Davis, 2019;Stewart & Quaye, 2019). Identity development models reflect the impact of discrimination and are increasingly addressing multiple identities and intersectionality (Crenshaw, 1991;Gallegos & Ferdman, 2012;Hernandez, 2013;Torres & Hernandez, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“It Shaped Who I Am”: Reframing Identities for Justice Through Student Activism

2021

View full text Add to dashboard Cite

On May 6, 1993, students of California State Polytechnic University, Pomona (Cal Poly Pomona [CPP]) protested what they believed was a lack of diversity on campus. Over 25 years later, this qualitative study explores the identity development of undergraduate students who led that movement, which resulted in the founding of five cultural centers at CPP in 1995. In doing so, this study adds to the growing literature on activism and Chicana/o/x and Latina/o/x identity development. Today, student-led movements shine light on continued inequities in higher education. The reframing identities for justice (RIJ) identity development model serves as a lens to explore how six students’ historical narratives offer a unique glimpse into the impact of activism on their identity development. We found participants’ identity development was influenced by (a) experiencing meaningful interactions along their developmental journeys, (b) making sense of oppression and privilege, (c) discovering praxis between previous learning and activism at CPP, and (d) building coalitions and kinship. Findings show that students act for social justice before they explore multiple identities. We conclude that activism impacts student identity development and offer recommendations for how to enhance this development to student activists, faculty, and administrators.

show abstract

“…To be clear, this is neither a critique of the demands nor the activists who have made similar demands. The activism required to demand more from institutions, including place-naming, is important, tied to resistance, and can lead to a more radical reimagining of the higher education landscape (Dache et al, 2019; Linder et al, 2019). Even the discourse following racist incidents and ensuing activism is important.…”

Section: Understanding Racial Symbols In Educationmentioning

confidence: 99%

A Critical Race Analysis of University Acts of Racial “Redress”: The Limited Potential of Racial Symbols

Tichavakunda

2020

Educational Policy

View full text Add to dashboard Cite

More historically White institutions of higher education are compelled to respond, in some way, to increased activism and awareness of continued legacies of racism and racial crises on campuses. The author suggests that how schools wrestle with their legacies of racism and/or respond to student demands to right racial wrongs on campus might be considered university acts of racial redress. Through a Critical Race Theory inspired chronicle, the author argues that seemingly positive university acts of racial redress such as policies, place un/naming, or public statements are, in fact, Racial Symbols that do little to change the material realities of racially marginalized people on campus.

show abstract

"A Student Should Have the Privilege of Just Being a Student": Student Activism as Labor

Cited by 73 publications

References 31 publications

Insights into the Sense of Belonging from Women of Color: Interconnections of Cultural Competence, Expectations, Institutional Diversity, and Counterspaces

Insights into the Sense of Belonging from Women of Color: Interconnections of Cultural Competence, Expectations, Institutional Diversity, and Counterspaces

“It Shaped Who I Am”: Reframing Identities for Justice Through Student Activism

A Critical Race Analysis of University Acts of Racial “Redress”: The Limited Potential of Racial Symbols

Contact Info

Product

Resources

About