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Author ORCID Identifier
https://orcid.org/0000-0001-7003-3252
AccessType
Open Access Dissertation
Document Type
dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
Education
Year Degree Awarded
2022
Month Degree Awarded
September
First Advisor
Ximena Zuñiga
Subject Categories
Curriculum and Instruction | Higher Education | Social and Behavioral Sciences
Abstract
This study explores how college students' experiences with co-curricular social justice advocacy activities supports capacity-building for progressive, democratic, civic engagement. Given the increasing and widening of economic inequality in the U.S. (Hernandez Kent & Ricketts, 2020), exploring how co-curricular experiences in higher education settings can support students to gain capacities for progressive, democratic, civic engagement. While there is a significant amount of scholarship on how diversity education and service-learning contribute to college students' civic engagement, the literature on student involvement in campus activism on progressive, democratic, civic engagement is sparse (Kezar & Maxey, 2014) Using a mixed methods approach, this study explores the learning experiences of undergraduate students involved in a student organization—Center for Education Policy and Advocacy—that uses a multi-year curriculum to build capacities to prepare and mobilize students to challenge issues of economic inequality. This study consisted of two phases, an online survey to gather background information about the students and their experiences and a one-hour follow-up semi-structured interview. Two significant findings emerged from the study: First, in this learning context, supporting students to gain capacity for progressive, democratic, civic engagement is accomplished through a comprehensive multi-year curriculum structure that is of quality, is expansive, and centers a peer-led active learning critical pedagogy. Second, progressive, democratic, active learning pedagogy that supports the development of knowledge/awareness and skill capacities through continuous learning and engagement with social justice issues, in real time, holds promise for effective civic preparation for a robust democracy. Thus, higher education has the potential to provide college students with learning opportunities that build capacities and fosterdispositions necessary to advance progressive change within our democracy.
DOI
https://doi.org/10.7275/31040596
Recommended Citation
Valdivia, Marjorie G., "Learning by Doing: Preparing Student Activists for Democratic Engagement" (2022). Doctoral Dissertations. 2684.
https://doi.org/10.7275/31040596
https://scholarworks.umass.edu/dissertations_2/2684
Included in
Curriculum and Instruction Commons, Higher Education Commons, Social and Behavioral Sciences Commons