"A Student Should Have the Privilege of Just Being a Student": Student Activism as Labor

Autor/inn/en	Linder, Chris; Quaye, Stephen John; Lange, Alex C.; Roberts, Ricky Ericka; Lacy, Marvette C.; Okello, Wilson Kwamogi
Titel	"A Student Should Have the Privilege of Just Being a Student": Student Activism as Labor
Quelle	In: Review of Higher Education, 42 (2019), S.37-62 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	College Students; Minority Group Students; Activism; Advocacy; Educational Change; Racial Bias; Social Bias; Student Participation; Teacher Student Relationship; College Faculty; Resistance to Change; Outcomes of Education; Student School Relationship; Peer Relationship; Family Relationship; Social Isolation; Academic Achievement; Well Being; Fatigue (Biology); Burnout + Suchen Sie Ihr Suchwort? Collegestudent; Aktivismus; Politischer Protest; Sozialanwaltschaft; Bildungsreform; Racial discrimination; Rassismus; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Lernleistung; Schulerfolg; Schüler-Lehrer-Beziehung; Peer-Beziehungen; Soziale Isolation; Schulleistung; Well-being; Wellness; Wohlbefinden; Fatigue; Ermüdung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom
Abstract	Students with minoritized identities have been engaged in campus activism as a way to hold institutional leaders accountable for addressing oppression. What is particularly unique about these activists is that they often advocate for change as a way to survive in their minoritized bodies. Because these activists are working to address institutional oppression, they are not able to engage in the activities that historically lead to educationally-beneficial college experiences. The purpose of this study was to explore the extra labor in which 25 student activists engaged, including the costs and consequences of their activism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01