Student activism has long been a mainstay on college campuses. Student activist efforts continue to demand administrative accountability around issues of equity and inclusion on campus. These movements demand engagement and support from administrators to honor the students' experiences and efforts as well as to respect institutional commitments to advance equity and inclusion. This paper presents a case study of 1 activist movement at a large public institution. Using discourse analysis of textual data and interviews with student leaders and activists and campus administrators, we present an analysis of administrative responses to 1 student activist movement and their impact on students. We employ Ahmed's (2012) work on institutional diversity as a conceptual framework and find that, by invoking diversity language, the administrative responses to student activists recenter majority culture, place systemic problems back on minoritized students, and create a discursive context wherein action to address activist concerns is stifled. We also present a reconceptualization of how administrators can respond to student activists seeking equity and justice for minoritized populations.

In this article we employ whiteness as a conceptual framework to contextualize how faculty develop and implement, and consequently how students experience, service learning. A vignette that illustrates the pervasiveness of whiteness in service learning is followed by an analysis that details how whiteness frames the teaching and learning in this service learning experience. Through this example and analysis, we seek to increase instructors' capacity and confidence to interrupt the patterns and privileges of whiteness that too often are normalized in service learning.

Developing values, interests, and skills for future careers, an important part of career development, is an outcome alumni perceive from participation in service-learning. Using in-depth interviews, this qualitative study of 33 alumni from three service-learning programs suggests rich connections between sustained service-learning experiences (i.e., course-based community engagement programs lasting two or more consecutive terms) and career decisions. More specifically, alumni perceive their engagement in service-learning as facilitating exploration of career possibilities connected to public service and social responsibility.

A critical service-learning pedagogy links service-learning and social justice education by engaging students in meaningful service in the community and integrating that experience with thoughtful introduction, analysis, and discussion of issues important to understanding social justice. The Citizen Scholars Program is a unique four semester servicelearning experience with an explicit aim to develop students' capacities to act for positive social change. Using the experiences of the second completion cohort of this program as a case study, this research suggests that a critical service-learning pedagogy encourages students to think more deeply about and develop commitments to act for social justice.