Formal Leaders and Social Change: A Historical Case Study of Student Body Presidents as Activists

Broadhurst, Christopher

doi:10.1002/yd.20318

Cited by 4 publications

(3 citation statements)

References 7 publications

(27 reference statements)

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“…Past scholars have argued that connecting white college students with leaders in advocacy spaces and helping them develop collective leadership skills, where they participate in racial justice efforts without centralizing their experiences over others directly affected by racism, are important in facilitating activism among college students (Elkins & Elkins, 2019; Stewart & Quaye, 2019). Further, Broadhurst (2019) suggested college students interested in activism can be supported by being connected with students in positions of power—but again, these connections might be easier to make for white students than racially minoritized students. As a whole, engaging in activism itself could be seen as a privilege where many white college students experience greater support compared to college Students of Color.…”

Section: Challenges For Athlete Activistsmentioning

confidence: 99%

The role of challenges and supports in engaging white athletes in activism for racial justice.

Martin¹,

Scheadler²,

Kluch³

et al. 2024

Journal of Diversity in Higher Education

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The last several years have been met with increased instances of athlete activism among college athletes. Little research, though, has investigated athlete activism among white college athletes. The present study adopted an interpretive-constructivist approach to conduct semistructured interviews with 12 white college athletes engaging in racial justice activism. Interviews aimed to develop a heightened understanding of the challenges and supports they experienced in their activism. White college athletes cited several challenges to and supports for engaging in racial justice activism. Challenges included resource deficits (e.g., lack of support), intrapersonal concerns (e.g., lack of confidence), and other external threats (e.g., difficulty balancing social justice with preexisting relationships with loved ones). Supports included individual-level support (e.g., advice from others) and institutional-level support (e.g., resources from university administrators). Findings show participants experienced more challenges than supports. Further, some challenges are unique to white athletes including struggles in engaging in racial justice activism with ingroup members (i.e., other white people). Meanwhile, support from universities, mentors, and family members was important to encouraging racial justice activism among the participants. Higher education administrators, sport psychology consultants, and other sport leaders can use this information to empower white college athletes to navigate the challenges associated with engaging in racial justice activism.

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Section: Challenges For Athlete Activistsmentioning

confidence: 99%

The role of challenges and supports in engaging white athletes in activism for racial justice.

Martin¹,

Scheadler²,

Kluch³

et al. 2024

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…Using the very campus governance structures to challenge religious inequities on campuses can foster long‐term change (Kezar, 2018). In addition, non‐Christian students holding formal leadership positions often possess a greater knowledge of campus bureaucracies that many students lack: this knowledge can be used to navigate rules and bridge communication between other students and college and university administrators (Broadhurst, 2019). Through this dialogue between every stakeholder on campus, administrators, faculty, staff, and students, can the path to understand and improve campus climates for non‐Christian students truly begin.…”

Section: Promoting Organizational Change For Non‐christian Studentsmentioning

confidence: 99%

“…Non‐Christian students can and should be part of the process for improving campus climates for marginalized religions in higher education. This can be done in two ways: working outside the system and working within the system (Broadhurst, 2019). As noted above, traditional concepts of activism envision students working outside the system to foster change.…”

Section: Promoting Organizational Change For Non‐christian Studentsmentioning

confidence: 99%

Complexities, complications, and change for non‐Christian students

Maples,

Broadhurst

2024

New Drctns Hghr Edu

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Building on the previous chapters in the volume, this concluding chapter provides a practical overview of theories relating to religious diversity and organizational change to outline recommended actions for practitioners across higher education functional areas who want to create a more equitable landscape for non‐Christian college students.PRACTICAL TAKEAWAYS Individuals across university communities and stakeholder groups can have an influence on changing the campus climate for non‐Christian students through advocacy and action within their institutions. Current theories provide insights and guidance on how and where individuals can influence change within their institutions, including pushing for reviews of standing policies relating to religious accommodations and advocating for religious literacy training for staff and faculty. The issues surrounding the campus climate for non‐Christian students are systemic: making strides towards a more equitable future will take deliberate and long‐term efforts across institutions and stakeholder groups, but can start with coalition building across staff, faculty, and students to focus on those efforts.

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Queer, Trans, Elected

Goodman,

Cohen,

Gonzalez

2024

Perspectives on Transforming Higher Education and the LGBTQIA Student Experience

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This chapter highlights the story of LGBTQIA+ students in elected student government, as well as the ways their identities are constantly at play in these elected roles and campus spaces. This chapter contains three distinct sections: (1) Relevant literature on LGBTQIA+ individuals in student involvement and governance, (2) notable “firsts” and historical contexts, and (3) support systems and structures for LGBTQIA+ students in student government. The final section of the chapter serves as a ‘roadmap' for student affairs administrators and student government advisors to better/best support queer and trans students in this functional area of student involvement.

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Formal Leaders and Social Change: A Historical Case Study of Student Body Presidents as Activists

Abstract: This chapter explores how two student activists used their roles as student body presidents to lead their campuses to protest the Kent State Shootings in 1970. The administrative responses and their strategies for working with activists are also explored.

Cited by 4 publications

References 7 publications

The role of challenges and supports in engaging white athletes in activism for racial justice.

The role of challenges and supports in engaging white athletes in activism for racial justice.

Complexities, complications, and change for non‐Christian students

Queer, Trans, Elected

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