The Mental Health Effects of Student Activism: Persisting Despite Psychological Costs

Autor/inn/en	Conner, Jerusha O.; Crawford, Emily; Galioto, Megan
Titel	The Mental Health Effects of Student Activism: Persisting Despite Psychological Costs
Quelle	In: Journal of Adolescent Research, 38 (2023) 1, S.80-109 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conner, Jerusha O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/07435584211006789
Schlagwörter	Activism; Mental Health; Student Attitudes; Social Capital; Social Change; Caring; Motivation; Emotional Response; College Students; Well Being; Racial Differences; Socioeconomic Status; Low Income Students; White Students; Minority Group Students; Identification (Psychology) + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Psychohygiene; Schülerverhalten; Sozialkapital; Sozialer Wandel; Care; Pflege; Sorge; Betreuung; psychologische; Motivation (psychologisch); Emotionales Verhalten; Collegestudent; Well-being; Wellness; Wohlbefinden; Rassenunterschied; Socio-economic status; Sozioökonomischer Status
Abstract	As student activism continues to roil campuses, concerns have arisen about the mental health costs associated with activist-oriented civic engagement. Drawing on in-depth interviews with 42 self-identifying student activists from across the United States, this study examines how activists describe the impact of their activism on their mental health. While just under one third of the respondents perceived a positive effect, 60% of the respondents noted adverse consequences to their psychological well-being. Nevertheless, these respondents remained committed to continuing their activism. Four factors surfaced in activists' reflections on their mental health, which, while not responsible for positive mental health outcomes, did help offset the stress, exhaustion, and guilt associated with activism. These four factors included social capital or connection to others, a sense of purpose, effecting change, and self-care and collective care. Respondents credited these factors with helping them to sustain the emotionally and physically difficult work of activism. Implications for higher education policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01