ERIC Number: ED415775
Record Type: Non-Journal
Publication Date: 1998-Jan
Reference Count: N/A
Student Hardship and Support for a Faculty Strike.
Grayson, J. Paul
During a faculty strike at York University (Ontario), two telephone surveys were undertaken to assess its academic and economic impact on students. The first survey, taken during the fifth and sixth weeks of the strike, used a survey instrument that reflected issues raised in student focus groups. The second survey was undertaken five months after the strike to measure post-strike experiences and attitudes. Respondents for the first survey included 519 randomly selected full-time undergraduate students in several disciplines; in the second survey 83 percent of the original students were reinterviewed. This complete report documents the background, study design, support for the strike by students and by faculty during the strike, and its immediate academic and economic impacts on students. Also documented are the post-strike support for the strike, its short-term academic and economic impacts, students' ideological positions, and their integration with faculty. The surveys confirmed that students faced academic and economic hardships both during and after the strike; only a minority of students supported the strike. Interference with summer employment and summer school were major student concerns. Regression analysis, however, showed that academic and economic hardship explained little of the variance in student support for the strike; the best predictor of support for the strike were student attitudes about unions. (Contains 17 references.) (CH)
Descriptors: Academic Achievement, Activism, Anxiety, College Environment, College Faculty, College Students, Conflict Resolution, Foreign Countries, Higher Education, Organizational Communication, Stress Variables, Student Attitudes, Student School Relationship, Teacher Strikes
Institute for Social Research, York University, 4700 Keele St., Toronto, Ontario, Canada M3J 1P3.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: York Univ., Toronto (Ontario). Inst. for Social Research.