Student Activism at the Urban Community College (original) (raw)

Politics, Identity, and College Protest: Then and Now

About Campus, 2013

explore historical and contemporary student protest movements at three academic institutions and provide suggestions to educators on how to support students (and their learning) through their protest activities.

Student activism: Impacting personal, institutional, and community change

New Directions for Student Services, 1994

With observed and predicted growth in social and political activism among students, higher education and community leaders are challenged to rethink the impact of student activism on students' development and on institutional and community change processes.

Another Time for Freedom? Lessons from the Civil Rights Era for Today's Campuses

Liberal Education, 2019

In “The Time for Freedom Has Come” (1961) Martin Luther King, Jr. describes the enormous educational benefits of making sacrifices as part of mass, youth-led social movements that seek to transform the whole society. Today, powerful youth-led social movements—Black Lives Matter, #MeToo, the campaigns against gun violence and climate change, and ant-abortion and other movements on the right—are again engaging substantial numbers of students. Although King would point to its educational value, this activism functions very differently from the operations of colleges and universities, which ought to strive for political impartiality, welcome diverse views on contested social issues, and protect the well-being of all students. Therefore, King’s article invites us to ask: What is the appropriate role for higher education at a time of social activism?

Suppressing Campus Protests and Political Engagement in U.S. Higher Education: Insights from the Protest Policy Project™

NCID Currents, 2019

The National Center for Institutional Diversity (NCID) Currents publication connects scholarship in diversity, equity, and inclusion to practice and public discourse. Currents is a scholarship to practice journal that translates cutting-edge research into concise, accessible discussions to inform researchers, practitioners, leaders, policymakers, and the broader public conversation. All papers undergo a two part review process including a review by content experts and review for public accessibility.

Student Demonstrations in a Multi-Racial High School: The Case of Berkeley

1972

Student activism on both the college and secondary school level is briefly discussed. Into this framework are inserted the specific characteristics of the Berkeley, California High School. The data reported here was gathered from questionnaires returned by 293 graduated seniors. Questionnaire items dealt with such timely topics as protests, law and order, and the war in Vietnam. In aalition, demographic data, such as political party preference, religious observance, social class, nationality; IQ level, etc., was collected. Results of the study indicate that students who demonstrate for social justice and equality tend to be white and of high ability. In addition, they tend to be politically liberal or radical, to not attend Church, to reside in high socioeconomic status areas of the community, and to believe that the outcomes of protests and demonstrations are positive and beneficial. The usefulness of the findings is briefly touched upon. (TL)