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Historically and contemporarily, student activists have worked to address oppression on college and university campuses. This book explores the experiences of students engaged in identity-based activism today as it relates to racism, sexism, homophobia, transphobia, ableism, and other forms of oppression. Grounded by a national study on student activism and the authors' combined 40 years of experience working in higher education, Identity-Based Student Activism uses a critical, power-conscious lens to unpack the history of identity-based activism, relationships between activists and administrators, and student activism as labor. This book provides an opportunity for administrators, educators, faculty, and student activists to reflect on their current ideas and behaviors around activism and consider new ways for improving their relationships with each other, and ultimately, their campus climates.
Chris Linder is an assistant professor of higher education at the University of Utah, USA. Stephen John Quaye is an associate professor of higher education and student affairs at the Ohio State University, USA, and an associate editor of the Journal of Diversity in Higher Education. Alex C. Lange is a doctoral student of higher education and student affairs at the University of Iowa, USA. Meg E. Evans is a doctoral student of student affairs administration at the University of Georgia, USA. Terah J. Stewart is an assistant professor of student affairs and higher education at Iowa State University, USA.
Part I: Setting the Stage: Foundations, History, and Contexts 1: Introduction 2: Historical and Current Contexts for Identity-Based Student Activism on U.S. College Campuses 3: Situating the Study of Identity-Based Activism on U.S. College Campuses Part II: Stories of Student Activists and Supportive Educators 4: Student Activists' Motivations, Strategies, and Wisdom 5: Student Activism As Labor 6: Student Activists' Relationships with Educators & Administrators 7: Recommendations for Educators, Administrators, and Faculty
