ERIC Number: EJ1191368
Record Type: Journal
Publication Date: 2018
The Perception of Progress: Conceptualizing Institutional Response to Student Protests and Activism
Cho, Katherine S.
Thought & Action, v34 n1 p81-95 Sum 2018
Student resistance across the nation has surged since 2014, as students protest, demonstrate, and sit-in and die-in against racism on their campuses, and around the broader and parallel issues of students feeling unacknowledged, silenced, and oppressed by their colleges and universities. These protests are not merely symbolic demonstrations of collective unhappiness, but are larger critiques about national issues, such as racism, by students demanding institutional action and accountability. The similarity of student demands from decade to decade suggests something is not working...we need to not only reconsider how we frame the issue, but how we "conceptualize" it. Instead of examining the impact of student resistance and activism on institutional accountability, what of the reverse direction--how institutional responses and (lack of) accountability sustain the very campus racial climates that concern and suffocate students. This change in perspective leads to the conceptualization of what the author calls the "Institutional Response Framework" as a way to analyze the relationship between higher education institutions and the student activists who push for institutional improvement with regard to campus racial climate. This paper is part of the next generation of scholarship needed to merge student resistance, institutional accountability, and organizational theory.
Descriptors: Activism, Resistance (Psychology), College Students, College Environment, Racial Bias, Student College Relationship, Responses, Accountability, Minority Group Students, Power Structure, Decision Making
National Education Association. 1201 16th Street NW Washington, DC 20036. Tel: 202-833-4000; Fax: 202-822-7974; Web site: http://www.nea.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Missouri