Understanding the Relationship between Resources in Institutional Characteristics and Student Mobilization in Higher Education Institutions

Autor/in	Carhart, Michael R.
Titel	Understanding the Relationship between Resources in Institutional Characteristics and Student Mobilization in Higher Education Institutions
Quelle	(2021), (153 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ph.D. Dissertation, Seton Hall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Institutional Characteristics; Public Colleges; Private Colleges; Student Organizations; Activism; Social Action; Predictor Variables; Educational Finance; Student Characteristics; College Faculty; School Personnel + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Privathochschule; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Aktivismus; Politischer Protest; Soziales Handeln; Prädiktor; Bildungsfonds; Fakultät; Schulpersonal
Abstract	In 2015, a national student organization called the Black Liberation Collective, composed of local student organizations at multiple institutions, initiated, led protests, and issued demands to institutions across the United States. The student organizations that mobilized occurred at institutions with more resources including higher endowments, tuition, and faculty wages. This study used cross-sectional data on 4-year public and private not-for-profit institutions from the Integrated Postsecondary Education Data System to investigate the institutional characteristics that predict student organizations that protested. Evidence indicates that institutions that are more selective and have larger enrollment sizes with higher percentages of undergraduate Black students and lower percentages of Pell Grant recipients have a greater likelihood of student organizations mobilizing on their campuses. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01