"It Shaped Who I Am": Reframing Identities for Justice through Student Activism

Autor/inn/en	Gutierrez Keeton, Rebecca; Benavides López, Corina; Aguilar-Hernández, José M.
Titel	"It Shaped Who I Am": Reframing Identities for Justice through Student Activism
Quelle	In: Association of Mexican American Educators Journal, 15 (2021) 1, S.1-28 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
Schlagwörter	Undergraduate Students; Hispanic American Students; Activism; Social Justice; Student Diversity; Self Concept; Racial Bias; Social Discrimination; Student Experience; Organizational Change; Educational Change; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Aktivismus; Politischer Protest; Soziale Gerechtigkeit; Selbstkonzept; Racial discrimination; Rassismus; Soziale Benachteiligung; Soziale Schließung; Studienerfahrung; Organisationswandel; Bildungsreform; Kalifornien
Abstract	On May 6, 1993, students of California State Polytechnic University, Pomona (Cal Poly Pomona [CPP]) protested what they believed was a lack of diversity on campus. Over 25 years later, this qualitative study explores the identity development of undergraduate students who led that movement, which resulted in the founding of five cultural centers at CPP in 1995. In doing so, this study adds to the growing literature on activism and Chicana/o/x and Latina/o/x identity development. Today, student-led movements shine light on continued inequities in higher education. The reframing identities for justice (RIJ) identity development model serves as a lens to explore how six students' historical narratives offer a unique glimpse into the impact of activism on their identity development. We found participants' identity development was influenced by (a) experiencing meaningful interactions along their developmental journeys, (b) making sense of oppression and privilege, (c) discovering praxis between previous learning and activism at CPP, and (d) building coalitions and kinship. Findings show that students act for social justice before they explore multiple identities. We conclude that activism impacts student identity development and offer recommendations for how to enhance this development to student activists, faculty, and administrators. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01