Faculty and Student Activism

Colleges and universities can be important social drivers in the functioning of society. Through their efforts and activities, they can educate an electorate and teach behaviors that ultimately benefit the society in which they work. Additionally, students can learn from their faculty mentors not only academic content, but important behaviors about how to be involved activists in seeking change. This chapter explores how faculty and students are activists, how they learn and interact with each other, and ultimately, what impact this has on the operation on individual higher education institutions and the higher education industry at large.

Student Athlete Activism in a Millennial World

College student athletes are among the most recognized students in their communities, across the country, and in some cases around the world. Their voices hold a significant esteem, and they can impact many societal and political issues. Some have postulated that college student-athletes are hesitant to be a part of these politics, but during the past few years, many have taken stands through social media and through protests on their campuses that have been in opposition to the stances of their coaches, their university's administration, and their teammates. Many, however, challenge the role that student athletes have in these protests. This chapter will explore the history of student athlete activism and its developmental aspects, highlight the more recent instances of such activism, and finally discuss how university administration and others can support and be responsive to the concerns that are expressed by this unique set of students.

Adult Learners

Student activism is mostly thought of as an activity that engages and motivates the traditional-aged students in American higher education to action. The emergence of student activism in the 1960s occurred when enrollment in American higher education was still primarily limited to youth from middle- and upper-class families. The demographics of American higher education have shifted, and the adult learner or non-traditional student now represents a significant amount, if not the majority, of most campus populations. The adult learner brings unique perspective to the higher education classroom based upon their real-world experiences that directly impacts their values, beliefs, and ideas about societal issues. Adult learners in American higher education have the potential to change the ways, means, and longstanding outcomes related to activism in American higher education.

College Student Activism on Campus

This chapter provides an overview of the definition of activism, highlighting the current national context for how activism is implemented and perceived, and then exploring how colleges and universities have begun to manage student activism, primarily in the interest of learning, but also in relation to risk management. The concept of managed activism tied to learning is explored against the background of college student development, and is also tied to public and institutional policy. The chapter concludes with a preface to the remainder of the book, noting the inter-relationship between activism and the larger world both on and off campus.

Student-Athletes as Change Agents

This chapter aims to understand how student-athletes create on-campus change both for themselves and other constituents. The voice of the student-athlete is stronger than ever. Therefore, this chapter will explore a short history of student-athlete advocacy as a backdrop to today's influences. Student-athletes utilize two avenues to create change: (1) their position as a student-athlete and (2) the formal Student-Athlete Advisory Committee (SAAC) for institutional, regional, and national change. Both avenues have effectively realized change in the last decade.

Legal Considerations of Institutions Surrounding Student Activism

Student activism raises many legal issues for institutions. Many of these issues concern schools' attempts to control or respond to student activists, but institutions must also be wary of the legal implications of their actions and policies aimed at the targets of student activism. In a world of sometimes-competing rights, institutions must balance often-conflicting considerations surrounding student activism. These considerations are multiplied for institutions accepting government funding and even more so for public colleges and universities. This chapter presents a basic framework of the legal issues institutions face surrounding student activism, the current state of the law on those issues, and legal trends, in an effort to help institutions protect their students and themselves while harnessing the learning and development opportunities student activism presents.

The Role and Responsibilities of Governing Boards in Response to Student Action

This chapter outlines the issues associated with free speech and student activism, and how contemporary practices adopted by college and university governing boards facilitate learning environments that protect and promote First Amendment ideals. In order to accomplish this, boards must balance the competing views of student free speech while absorbing a diverse array of public and political pressures. Scrutiny by students, elected officials, and media is increasingly placed on institutions to implement policies accommodating a wide range of stakeholder needs. Governing boards are therefore called on to provide leadership that is responsive to these interests.

Activism and College Student Mental Health

Activism on college campuses in the United States is a long-standing phenomenon rooted in the counterculture movements of the 1960s. Today, local, regional, and national issues and sociopolitical influences remain closely aligned with activism in higher education, with contemporary issues shaping student activism efforts on campus. College student activism ranges from organized marches and protests to more widespread social media campaigns, targeting issues ranging from inclusion and diversity to sexual assault and intimate partner violence. Involvement in activism can influence the mental health and overall wellness of college students who engage in these activities. This chapter focuses on contemporary activism in higher education, specifically as related to the potential impact of activism on the mental health and wellness of college student activists. Also discussed are implications for student affairs professionals, university-based mental health professionals, and higher education administrators.

Student Activism at the Urban Community College

Historically, activism has long been a vehicle for student voices to be heard on the American college campus. Specifically for community colleges, student activism dates back to the early 20th century, throughout the 60s, early 70s, and continues today. Most recently, there has been a wave of student protests at community colleges in urban settings, including El Centro College in Dallas, Texas, where a sniper eventually opened fire on on-duty police officers at a rally. Student activism at urban community colleges are plausibly more expected because of the many controversial issues that urban environments produce, including issues around race, gender, crime, and socio-economic inequities. This chapter explores student activism on the urban community college campus during periods of heightened unrest in the United States, and will include an examination of the paradigms that have influenced working with students during these experiences.

Administrative Response to Activism

College student activism can cripple a campus for decades, as evidenced by the tragedies of Kent State University and Jackson State University. To prepare for the engagement of students, college administrators must prepare themselves, both in plans and in mindset, for the possibility of disruptive activism, and this begins with the identification of what acceptable activism can and should include. Building on the mindset that activism can indeed be a good thing, for both students and the institution, administrators must create priorities that protect the welfare of all involved, including the institution's brand and student learning. Subsequent thinking by campus leaders must maintain a humane and liberating response for students, and ultimately, although prepared, campus leaders must have a set of priorities planned that can incorporate and ultimately value the process of students speaking out on campus.