Identity-Based Student Activism

Linder, Chris; Quaye, Stephen John; Lange, Alex C.; Evans, Meg E.; Stewart, Terah J.

doi:10.4324/9780429060588

Cited by 20 publications

(12 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students on campus specifically engaged in social change work connected to one or more subordinate identities are engaging in identity-based activism (Linder, 2019b; Linder et al, 2019; Renn & Ozaki, 2010; Vaccaro & Mena, 2011). While activism has beneficial outcomes for college students (see Klar & Kasser, 2009; Renn & Ozaki, 2010), students involved in identity-based activism experience a unique toll engaging in work so closely tied to their own marginalized identity, “wrestl[ing] with their hopes for their communities while enduring the pain of marginalization” (Linder et al, 2019, p. 76), which can lead to symptoms of activist burnout. For this reason, I focus specifically on the conceptual framework of identity-based activism to understand the experiences of bisexual students engaging in activism within LGBTQ campus spaces.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“There’s people out there doing more than me…”: Activist burnout among bisexual college students within LGBTQ campus spaces.

Tavarez¹

2024

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

Queer-and trans-spectrum students continue to struggle with hostile campus climates. As a result, queerand trans-spectrum students may engage in on-campus activism to push their institutions to address cisheterosexism on campus. Bisexual students experience invisibility, marginalization, and exclusion in both heterosexual and lesbian, gay, bisexual, transgender, and queer (LGBTQ) spaces. Though not surprising that bisexual students experience hostility within predominantly heterosexual spaces, their challenges within LGBTQ campus spaces are especially concerning considering these spaces should be inclusive and supportive of their bisexual identity. The purpose of this study is to examine bisexual college students' experiences engaging in identity-based activism within LGBTQ campus spaces. Based on interviews with bisexual college students who participated in LGBTQ activism on campus, I considered two questions. First, what were the costs of engaging in LGBTQ activism as bisexual students within LGBTQ campus spaces? Second, considering these costs, what sustained them in continuing their activist work within LGBTQ campus spaces? The findings of this study revealed that most participants experienced at least one of the three components symptomatic of activist burnout as a result of their engagement in LGBTQ campus spaces. Participants shared their challenges engaging in these spaces stemmed from two main causes: (a) identifying as bisexual and experiencing biphobia within LGBTQ campus spaces and (b) being overcommitted to their activist work within LGBTQ campus spaces.

show abstract

Section: Conceptual Frameworkmentioning

confidence: 99%

“There’s people out there doing more than me…”: Activist burnout among bisexual college students within LGBTQ campus spaces.

Tavarez¹

2024

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…Although some college student activists have taken up conservative causes (Ince et al, 2018), research points to the central role student activists have played in advancing diversity and equity on college campuses, for example, through historical and contemporary efforts to increase racial and ethnic diversity among students and faculty and to reform curricula through creation of ethnic studies and women and gender studies departments (Rhoads, 2016). In the last decade, many student activists have focused on issues of power and oppression, advocating as part of the Black Lives Matter Movement, for the rights of undocumented students, for divestment from the prison industrial complex, and for transgender rights, among other issues (Chu et al, 2022;Lange et al, 2022;Linder, 2019;Linder et al, 2020).…”

Section: Student Activismmentioning

confidence: 99%

“Speaking up when I disagree”: Exploring college student activism and openness to diversity and challenge.

Taylor¹,

Burr²,

Stroup³

et al. 2023

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

Openness to diversity and challenge (ODC) has been identified as an important educational aim in higher education research, educational philosophy, and popular discourse. Yet, the relationship between college students’ activism orientation, their unique social positions, and their development of ODC in contexts of political polarization remains underexplored. This study explores these relationships using a mixed method (quantitatively driven + qual) approach guided by an ecological framework. Analyzing survey data collected between 2017 and 2019, we found that students’ activism orientation scores are significantly positively associated with their ODC. Our qualitative analysis revealed several factors that students perceive as supporting their development of perspective taking—(a) campus diversity, including political diversity; (b) academic course environments; (c) student organizations and campus events; and (d) informal interactions with peers—as well as several barriers to perspective taking—(a) political climate on campus; (b) politicized racism, anti-immigrant, antitrans, and other forms of unjust bias; and (c) resistance to politically conservative viewpoints. Overall, our study suggests several factors may support college students’ development of ODC, including microsystem-level exposure to diverse campus environments and informal interactions with peers within those environments, notably engagement in activism and exposure to other students’ activism. When encouraging educational aims like ODC, college and university personnel designing microsystem-level interventions should be aware of and responsive to the unique ways that students may experience these efforts depending on their social positions—and in particular their experiences of marginalization—within and beyond the campus environment.

show abstract

“…Recent scholarship has illuminated the ways in which institutions and institutional agents support (and sometimes do not support) student activists (Harrison, 2010; 2014; Kezar, 2010; Linder et al., 2020; Stewart et al., 2020). There is evidence to demonstrate that campuses are more likely to support student activism that rests in the civic engagement or service‐learning domain (Linder et al., 2020). Yet, “students engaged in identity‐based or power‐conscious activism, or activism aimed at interrupting and transforming systems of oppression, typically receive less support from their institutions” (Linder et al., 2020, p. 42).…”

Section: Activism In and Around Higher Educationmentioning

confidence: 99%

“…There is a long history of activism situated in and around the academy, including community colleges. In addition to engaging in activism around issues directly related to the on‐campus experience (Thelin, 2011), students have increasingly been raising awareness about issues of inequity and injustice happening in their communities, in the country, and around the world (Linder et al., 2020). In their text on identity‐based activism, Linder and colleagues (2020) reminded us that “although college and university campuses frequently serve as sites of oppression and reproduction of the oppression that exists in the larger culture, they may also serve as sites of resistance against oppression” (p. xii).…”

Section: Activism In and Around Higher Educationmentioning

confidence: 99%

“…In addition to engaging in activism around issues directly related to the on‐campus experience (Thelin, 2011), students have increasingly been raising awareness about issues of inequity and injustice happening in their communities, in the country, and around the world (Linder et al., 2020). In their text on identity‐based activism, Linder and colleagues (2020) reminded us that “although college and university campuses frequently serve as sites of oppression and reproduction of the oppression that exists in the larger culture, they may also serve as sites of resistance against oppression” (p. xii). Importantly, some students or individuals in a community might not explicitly identify as “activists.” For the purposes of this chapter, I use the term activist to also refer to members of a community, including a campus community, who do not hold formal power, but are still raising awareness or advocating around a particular issue, often with grassroots strategies.…”

Section: Activism In and Around Higher Educationmentioning

confidence: 99%

See 1 more Smart Citation

Meeting the moment: Inside‐outside strategies as a critical element to contemporary transformative leadership

Tapia-Fuselier

2023

New Drctns Community Coll

View full text Add to dashboard Cite

Considering the range of social justice issues at the forefront of 21st Century American life, and the ways in which these issues manifest on community college campuses, leaders must examine their responsibility to confront inequities and promote change. Transformative leadership is a style of leading that explicitly acknowledges inequities within and outside of an institution, embraces collective action, and imagines possibilities for change. In this chapter, I connect the concept of transformative leadership to the historical and contemporary legacy of activism. This connection leads me to propose inside‐outside strategies as a necessary element to the practice of transformative leadership in order to meet the current sociopolitical moment.

show abstract

Identity-Based Student Activism

Cited by 20 publications

References 0 publications

“There’s people out there doing more than me…”: Activist burnout among bisexual college students within LGBTQ campus spaces.

“There’s people out there doing more than me…”: Activist burnout among bisexual college students within LGBTQ campus spaces.

“Speaking up when I disagree”: Exploring college student activism and openness to diversity and challenge.

Meeting the moment: Inside‐outside strategies as a critical element to contemporary transformative leadership

Contact Info

Product

Resources

About