Civic Learning for Dissent: Developing Students' Activist Orientation

Abstract

Participation in learning communities 1.10 0.85 .00 to 2.00 Participation in Diversity courses and/or Workshops 0.60 0.74 .00 to 2.00 Participation in study Abroad 0.32 0.58 .00 to 2.00 time spent volunteering 0.00 1.00 -.77 to 4.85 time spent Participating in student organizations 0.00 1.00 -.95 to 4.07 time spent socializing With friends 0.00 1.00 -1.90 to 2.08 Meaningful Discussions About contributing to the greater good 0.00 1.00 -1.94 to 2.61 climate for contributing to a larger community 0.00 1.00 -3.97 to 1.82 Advocacy climate to contribute to a larger community 0.00 1.00 -2.93 to 1.96 climate for Perspective taking 0.00 1.00 -3.53 to 1.36 a Unweighted effects coding.

The need for more alliances in advocating for, with, and to others in higher education.

“…As with previous scholarship, our findings acknowledge that experiences influence the marginalized to advocate (Broadhurst & Martin, 2014; Hemer & Reason, 2021), to self-advocate, and advocate for others (Kimball et al, 2016), whereas white advocates could choose not to advocate (e.g., Lucas), or advocate in small or vociferous ways (i.e., as acknowledged by Gina). Centering marginalized voices was key to participants’ advocacy as they sought to advocate for , with , and to with others.…”

“…Alvita, a Black fluid woman, undergraduate teaching assistant for a social justice course, declared, “I advocate for me and people who look like me … if you can’t do it for yourself, how can you effectively do it for other people?” We found that identity influences advocacy in that participants with marginalized identities self advocated and advocated for others like them. Self-advocacy is often not included in definitions of activism (e.g., Cabrera et al, 2017; Hemer & Reason, 2021), but it is a part of the ACA Advocacy Competency Domains.…”

“…Students with an activist orientation tend to be humanities and social sciences majors, academically successful in high school, from a family with a degree earning parent with financial means, who participate in community service, and hold a leadership position (Broadhurst & Martin, 2014; Jacoby, 2017). Taking social justice courses and being from a marginalized or underrepresented background prompted students to become activists (Broadhurst & Martin, 2014; Hemer & Reason, 2021). Recent demands of student advocates include the creation, expansion, or refurbishing of physical spaces aimed at resisting oppression; pluralizing the curriculum; increasing faculty, staff, and student diversity on campus; and paying greater attention to increasing cultural competencies (Byrd et al, 2019).…”

Assessment of civic learning and democratic engagement

“…This is especially true because not all outcomes operate the same. Different campus activities and engagement result in different outcomes (Hemer & Reason, 2021). After discussing multiple ways to theoretically approach CLDE, we now turn to learning outcomes, emphasizing that good assessment relies on the critical step specifying the outcome(s) of interest.…”

“…These would be problem solving for the public good, actions concerned with moral good, and general civility with others. In addition to civic behaviors, behavioral intentions are also a common outcome in the assessment of CLDE (Hemer & Reason, 2021).…”