Strategies for Supporting Student Activists as Leaders

Linder, Chris

doi:10.1002/yd.20323

Cited by 8 publications

(11 citation statements)

References 11 publications

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“…As increases in social activism in recent years, it is important to recognize that there is not a line between student leaders and student activists. Leaders are taking on activist roles, and activists are leaders on campus (Linder, 2019). Student activities professionals have responsibilities to not only help student leaders navigate the terrain of institutional policies, but also play a role in addressing developmental needs.…”

Section: Discussionmentioning

confidence: 99%

“…Learning to do that requires understanding the places and spaces where they might be able to have influence. One of the keys to understanding one's spheres of influence is being able to recognize power dynamics both within and between groups (Linder, 2019). This recognition includes both the role of one's own privilege and how privilege is used and leveraged by others.…”

Section: Understand Spheres Of Influencementioning

confidence: 99%

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Untitled

2020

JCAPS

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The Journal of Campus Activities Practice and Scholarship (JCAPS) is a social science peer-reviewed journal. It focuses on publishing rigorous, relevant, and respected scholarship related to postsecondary education cocurricular campus activities, and translating such scholarship to practice. It especially encourages submissions from practitioners throughout higher education.Typical submissions to the journal cover topics such as: Student and leadership development within campus activities Programming within a diverse and multicultural campus Advising students and their organizations Campus programming, governance, and/or funding boards Assessing the effects of student involvement in campus activities Navigating political and legal issues in working with students Professional development for staff and faculty who work with studentsAuthors can find more information about the submission process at naca.org/JCAPS.The Journal of Campus Activities Practice & Scholarship is published biannually by the National Association for Campus Activities. Statements of fact and opinion, or other claims made herein, are the responsibility of the authors and do not imply an opinion on the part of NACA® office employees, or officers, staff and other members of the Association. All rights reserved, including the right to reproduce the contents of JCAPS either in whole or in part. Any reproduction includes, but is not limited to, computerized storage of information for later retrieval or audio, visual, print or internet purposes. All protections offered under federal copyright law will be strictly pursued, and no reproduction of any portion of this publication may occur without specific written permission from NACA. No material can be copied in any form if the purpose is to sell the material.NACA, National Association for Campus Activities, The Journal of Campus Activities Practice & Scholarship, JCAPS, and all other designated trademarks, service marks, and trade names (collectively the "Marks") are trademarks or registered trademarks of and are proprietry to NACA, or other respective owners that have granted NACA the right and license to use such Marks.

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Section: Discussionmentioning

confidence: 99%

Section: Understand Spheres Of Influencementioning

confidence: 99%

Untitled

2020

JCAPS

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“…Scholars continue to explore the ways college students engage in advocacy and activism that promote social change on campus (Ford, 2012; Renn & Ozaki, 2010). Students on campus specifically engaged in social change work connected to one or more subordinate identities are engaging in identity-based activism (Linder, 2019b; Linder et al, 2019; Renn & Ozaki, 2010; Vaccaro & Mena, 2011). While activism has beneficial outcomes for college students (see Klar & Kasser, 2009; Renn & Ozaki, 2010), students involved in identity-based activism experience a unique toll engaging in work so closely tied to their own marginalized identity, “wrestl[ing] with their hopes for their communities while enduring the pain of marginalization” (Linder et al, 2019, p. 76), which can lead to symptoms of activist burnout.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“There’s people out there doing more than me…”: Activist burnout among bisexual college students within LGBTQ campus spaces.

Tavarez¹

2024

Journal of Diversity in Higher Education

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Queer-and trans-spectrum students continue to struggle with hostile campus climates. As a result, queerand trans-spectrum students may engage in on-campus activism to push their institutions to address cisheterosexism on campus. Bisexual students experience invisibility, marginalization, and exclusion in both heterosexual and lesbian, gay, bisexual, transgender, and queer (LGBTQ) spaces. Though not surprising that bisexual students experience hostility within predominantly heterosexual spaces, their challenges within LGBTQ campus spaces are especially concerning considering these spaces should be inclusive and supportive of their bisexual identity. The purpose of this study is to examine bisexual college students' experiences engaging in identity-based activism within LGBTQ campus spaces. Based on interviews with bisexual college students who participated in LGBTQ activism on campus, I considered two questions. First, what were the costs of engaging in LGBTQ activism as bisexual students within LGBTQ campus spaces? Second, considering these costs, what sustained them in continuing their activist work within LGBTQ campus spaces? The findings of this study revealed that most participants experienced at least one of the three components symptomatic of activist burnout as a result of their engagement in LGBTQ campus spaces. Participants shared their challenges engaging in these spaces stemmed from two main causes: (a) identifying as bisexual and experiencing biphobia within LGBTQ campus spaces and (b) being overcommitted to their activist work within LGBTQ campus spaces.

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“…Further, when students with minoritized identities engage in activism, educators may not label it as such and instead assume students are engaging in self‐advocacy rather than working to address systemic oppression. Linder (2019b) noted that power and identity are often co‐constructed, as are power, social location, and leadership (Dugan, 2017).…”

Section: Findings and Implications For Leadership Educatorsmentioning

confidence: 99%

“Never ‘Because of’, Always ‘In Spite Of’”: Implications of the Culturally Relevant Leadership Learning Model for Student Social Justice Activists

Owen

McCarron

Chen

2022

J of Leadership Studies

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Social justice activism can both precede and be the byproduct of collegiate leadership education. As leaders and participants in these social movements, college student activists can catalyze national and global change (Boren, 2019). However, this change can occur at the expense of the activists’ well‐being, especially when they engage in identity work or aim to address daunting structural problems (Chen & Gorski, 2015; Linder et al., 2019). The current article presents results from a constructivist, qualitative study grounded in individual interviews with 17 college student activists representing eight universities in the mid‐Atlantic region. Themes include identity as a catalyst for action, costs of activism, linking leadership and self‐care, and the need for collective approaches to leadership efficacy and well‐being.

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Strategies for Supporting Student Activists as Leaders

Abstract: This chapter synthesizes the strategies provided throughout this monograph for educators working with student activists as leaders. Interrupting the false dichotomy of leader and activist allows educators to support student leader‐activists in learning, growth, and development.

Cited by 8 publications

References 11 publications

Untitled

Untitled

“There’s people out there doing more than me…”: Activist burnout among bisexual college students within LGBTQ campus spaces.

“Never ‘Because of’, Always ‘In Spite Of’”: Implications of the Culturally Relevant Leadership Learning Model for Student Social Justice Activists

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