2. Debrief of University of Wisconsin –
Whitewater and Dr. Beth Lueck
Do you see any problems with
what Dr. Lueck did?
Is Dr. Lueck what Kezar called, a
tempered radical?
Is Dr. Lueck using her formal
authority to manipulate the
students?
Are her actions from a collegial or
political standpoint or neither?
3. A look from the 1960s – 2010s
Vietnam War – 1960s
Apartheid – 1980s
Ferguson – 2010s
4. A look from the 1960s – 2010s
• Please break up into (3) groups
• Please find your group based on the Chart Paper placed
throughout the classroom
• Your group will be given a write up on one of the three
protests we will be examining
• You will also be shown a video to provide first hand
accounts of the protest your group has been assigned
5. A look from the 1960s – 2010s
Reading of each write –up
• On the Chart Paper:
• Who are the participants?
• What are the motivations of each participant? – identity
politics (Rhoads)
• Who is absent from participating?
• Observations - Coalitions, Collegiums, Political
• Your group will be asked to report out (90 second max)
6.
7. A look from the 1960s – 2010s
• On the Chart Paper:
• Who are the participants?
• What are the motivations of each participant? –
identity politics (Rhoads)
• Who is absent from participating?
• Observations - Coalitions, Collegiums, Political
9. What did you notice, if anything,
about the progression of these
student protests from the 1960s to
the 2010s?
Looking at the posted charts
10. Era Participates in Change Absent Add’l
Notes
1960s –Vietnam
War
Students Faculty,
Administration, &
Alumni
Violence is present
within protests and
demonstrations
1980s - Apartheid Students, Faculty, &
Community Stakeholders
Administration &
Alumni
More coalitions are
being built with
other student and
community
organizations
2010s – Ferguson Students, Faculty,
Community
Stakeholders, & Alumni
Administration Less violence within
protests and
demonstrations
while coalition
building is taking
place
11. College Era Participates in Change Result
University of
Wisconsin - Madison
1960s –Vietnam
War
Students Individual students went
on to lead several other
social movements
(Welfare, Civil Rights, &
many became Faculty)
UC Berkley 1980s - Apartheid Students, Faculty, &
Community
Stakeholders
1985 –The University
divested from companies
doing business in South
Africa --$3.1 billion capital--
the largest divestiture by
any school in the country
Virginia
Commonwealth
University
2010s – Ferguson Students, Faculty,
Staff, Community
Stakeholders, & Alumni
(*) Ongoing – Protest,
Rallies, & Community
Organizing
12. Kezar found that “staff generally noted that students
had a stronger voice than they did” (p. 468).
•How do those of you who consider yourself
activists/student activists reconcile this with the
possibility that as staff your voice may be silenced or
dismissed?
13. Post-It Distribution (3 min reflection)
What role do we, as Student Affairs Practitioners, play, if any, in
organized campus change/protests?
OR
What role do you think you, as an individual Student Affairs
Practitioner, play, if any, in organized campus change/protests?
Those who are willing to share please do so
14. Kezar Noted:
“Faculty and staff who are involved with students tend to be young—35 years or
younger, politically liberal, Jewish or have no religious background, nonwhite,
unmarried, have lower salaries, and have a lower academic rank.”
15. “Studies suggests that many student affairs staff realize their
strategic position between the administration and students and that
they can act as translators and help to make meaningful changes for
the campus by collaborating with students. Part of their motivation
is that they see that students’ concerns are legitimate and that
institutions need to change to embrace a more diverse student
body.”
From where you sit you play a vital and important role even if your organizational chart
or your paycheck does not say that – campus changes/protests over the last 40 years
support this notion
