Fostering Student Activism: Barriers, Sharing, and Dialectics

Christensen, M. Candace; Arczynski, Alexis V.

doi:10.22158/wjssr.v1n2p151

Cited by 2 publications

(3 citation statements)

References 19 publications

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“…These findings align with community psychology given its focus on the interaction between individuals and their broader ecological context (Kelly, 2006; Moane, 2003), as well as prior research that suggests young people get involved with social justice for personal and community reasons (Jones & Brewster, 2017; Snyder & Omoto, 2007). Additionally, consistent with previous research, emerging adults expressed both internal and external motivators and barriers for social action (Christensen & Arczynski, 2014). Participants reported constraints within their personal resources (e.g., time) and knowledge about ways of getting involved.…”

Section: Discussionsupporting

confidence: 88%

“…Further, individuals are more likely to remain involved in action if their personal motivations are fulfilled (Snyder & Omoto, 2007). Lastly, research has indicated that college students’ motivations and barriers are associated with commitment to and interest in social justice engagement (Christensen & Arczynski, 2014; Miller et al, 2009). These studies suggest that research on factors contributing to emerging adults’ social justice engagement is worthwhile to understand how engagement might be developed and sustained.…”

Section: Introductionmentioning

confidence: 99%

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Emerging Adults' Social Justice Engagement: Motivations, Barriers, and Social Identity

Guerrero

Anderson

Catlett

et al. 2021

American J of Comm Psychol

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This study examines emerging adults’ perceived motivations and barriers to social justice engagement, and how their social identities shape involvement. We conducted in‐depth interviews with service‐learning students (n = 30). Thematic analysis of interview data revealed that participants perceived several motivations and barriers to engagement, including the following: (a) the current political climate, (b) self‐efficacy to make small‐scale changes, (c) social support in action, (d) proximity to the social issue, (e) knowledge of resources, and (f) limited personal resources. Participants also described how their identities shaped engagement such that participants reflected upon their multiple privileged and marginalized identities and how their identities influenced their approach to engaging with a particular social issue. Findings have implications for recruiting and sustaining emerging adults’ involvement in activities aimed at changing social issues.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Emerging Adults' Social Justice Engagement: Motivations, Barriers, and Social Identity

Guerrero

Anderson

Catlett

et al. 2021

American J of Comm Psychol

View full text Add to dashboard Cite

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“…This work involves processing the influence of identities on mentoring relationships in terms of sociopolitical power and marginalization, and examining how a lack of awareness may emerge from privileged statuses and socialization (Arczynski & Morrow, 2017; Hoover, 2016). Further, mentors are encouraged to reflect on their development as qualitative researchers, feminists, multiculturalists, and activists (Christensen & Arczynski, 2014; Hoover & Morrow, 2016). For example, mentors can reflect and process by journaling individually, by engaging in interpersonal discussions, or by organizing communal events focused on how bias and privilege influence mentoring relationships.…”

Section: Cfm Qualitative Mentoringmentioning

confidence: 99%

Fostering Critical Feminist Multicultural Qualitative Research Mentoring

Arczynski

Christensen

Hoover

2018

The Counseling Psychologist

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Qualitative research mentorship is essential to the development of counseling psychology as a field that supports socially just and multicultural inquiry. This type of research aligns with the core values proposed by the American Psychological Association. However, the governing beliefs and practices of neoliberal structures in higher education challenge critical qualitative research mentorship in counseling psychology. Namely, the values of economic gain promote practices that may constrain the potential for effective mentoring and socially just qualitative research practices. In opposition to these forces, we propose a critical multicultural feminist praxis for qualitative research mentoring. Critical feminist multicultural mentoring attends to systemic and relational power dynamics through transparency, collaboration, reflexivity, and attention to context. We describe the assumptions of critical feminist multicultural mentoring and apply them to case vignettes to illustrate ways to mentor students engaging in socially just qualitative research. In our discussion, we articulate implementation, policy, and research implications.

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Fostering Student Activism: Barriers, Sharing, and Dialectics

Abstract: The present study was

Cited by 2 publications

References 19 publications

Emerging Adults' Social Justice Engagement: Motivations, Barriers, and Social Identity

Emerging Adults' Social Justice Engagement: Motivations, Barriers, and Social Identity

Fostering Critical Feminist Multicultural Qualitative Research Mentoring

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