This document summarizes a study on the experiences of minoritized student activists. It presents findings that some students see their existence and identities as acts of activism. It also finds that students have nuanced understandings of what qualifies as activism. Finally, it discusses how activism is often a response to hostile campus environments and calls on educators and administrators to listen, act, and shift responsibility for campus climate issues.

1. “The Whole Weight of the
World on my Shoulders”:
Power, Identity, and Student
Activism
Chris Linder
Stephen John Quaye
Terah J. Stewart
Wilson K. Okello
Ricky EricKa Roberts
November 10, 2017
##activismoncampus

2. conceptual framework
Interrupting the
master narrative:
power- and identity-
conscious framework
more than
civic
engagement
activism as
responsibility
iIdentity-
neutral
research
campus
climate
The purpose of the study:
To center minoritized (queer,
TGNC, SOC) students’
experiences with activism
##activismoncampus
Ravitch & Riggan, 2012

3. •Research Team
•2 faculty members, 1 student affairs educator, 6
doctoral students
•26 student participants
•11 graduate students, 13 undergraduates, 2 recent
alumni
•14 institutions (8 large public, 3 small to mid
public, 1 mid private, 1 HBCU)
•30-75 minute interviews between Oct 16-April 17
critical narrative inquiry
##activismoncampus

4. Ukn
1
Lesbian
2
Bi/Pan
4
Queer
4
Str/Hetero
15
Latina
1
Arab
1
White
11
Multiracial
4
Black/Afr Am
5
Asian American
4
Trans/GNC
5
Men
4
Women
17
sexual orientation
gender
race
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5. Findings
•My Existence is Activism
•Nuanced Understandings of Activist as Label
•Activism as a Response to Hostile Campus
Environments
##activismoncampus

7. my existence as activism
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8. nuanced understanding
of activism as label
##activismoncampus

9. activism as a response to
hostile campus environments
##activismoncampus

10. discussion &
implications
##activismoncampus
• Student Activism is often a necessity, not a choice
• Shift the onus of responsibility to that of educators/
administrators
• Educators/Administrators ought to listen and act
• Educators/Administrators should resist taking
defensive postures
• Educators/Administrators can/should complicate
understandings of engagement and involvement
• Public and hidden transcripts as a project of
reorientation for educators/administrators