Resistance Capital: Cultural Activism as a Gateway to College Persistence for Minority and First-Generation Students

This study provides a novel contribution by connecting two sets of literature, school engagement and multicultural university centers, in relation to late adolescent development. The aims of this mixed-method study were to: (a) quantitatively explore the relationship between student perceived cultural leadership experience and support within a multicultural center in relation to school engagement and (b) qualitatively address additional facilitators and barriers. Participants consisted of 134 college students, predominantly identifying as Latino/Hispanic (35.1%), Black/African American (34.3%), or Asian-Pacific Islander (23.9%), and first-generation (60.4%). Qualitative focus groups and a photovoice project engaged a subset of participants ( n = 57, n = 7, respectively). Regression analysis indicated youth voice, supportive staff relationships, and peer support were significant positive predictors of students’ perceived engagement within the multicultural center, however, some but not all of these predictors transferred toward sentiments of school engagement. Qualitative sources elucidated additional factors bolstering student engagement. Social, cultural, and resistance capitals were identified as key protective factors in relation to student perseverance. Findings also indicated institutional barriers against student engagement including a lack of cultural and ethnic representation throughout multiple levels of the university. Implications for expanding conceptions of social capital within late adolescent identity development theory are discussed.

Highlighting Heritage:

In an effort to reach students in a new way and increase the visibility of library resources and services, a pop-up library program was piloted at the University of Arkansas in collaboration with the University of Arkansas’ Multicultural Center. This article discusses the planning, implementation, and outcomes of the program. The authors also offer changes they would pursue in future pop-up libraries to further enhance student engagement and relationship-building with both student groups and campus organizations.

Support at Any Distance? The Role of Location and Prejudice in Public Opposition to the “Ground Zero Mosque”

In 2010, a debate erupted about plans to construct a mosque (as part of a larger multicultural center) approximately two blocks from Ground Zero in New York City. The main justification given by those who opposed the mosque was that building it so close to Ground Zero would appear to be insensitive. Public opinion appeared to support this notion, as large majorities of Americans registered their opposition to the mosque in surveys conducted at the time. In this article, I examine whether distance was, in fact, an important factor influencing citizens' opposition to the mosque. Using a survey experiment, I asked for opinions on the building of a mosque while randomizing how far the mosque was located from Ground Zero. Results from the experiment indicate that opposition to the mosque was unaffected by how far the mosque would be located from Ground Zero, but strongly influenced by factors such as partisanship, ideology, and tolerance for out groups.