Building a Developmental Theory of Social Activism Among Young People to Inform Social Change

Background

Most student activism research examines the adversarial relationship between activists and college environments, but little has considered the developmental tension of student activists, perceived both as children requiring direct adult guidance, and as fully formed adults responsible for their own educational experiences. These opportunities for activism and development, combined with changing dynamics in higher education, create space that gives birth to modern student activists. This qualitative study, using grounded theory to generate an initial theory at the intersection of youth development and student activism, examines the origins of the student activist.

Study Focus

After examining the history of collegiate student activism, the following questions were used to guide theory development:

1. What youth developmental factors influenced college students to become involved in campus activism?
2. What are the characteristics, identities, and experiences of student activists?
3. How are college students affected by and through their participation in activism?

Methods

Sampling

This study utilized purposive and theoretical sampling to maximize diversity in student activist perspectives. The total sample size for this study was 55 college students from 38 different states and 45 different institutions, covering every major region in the United States.

Interviewing, Data Coding and Analysis Procedure

Data was collected through semi structured interviews and an interactive process between researchers; after every 6 interviews, the research team analyzed initial coding and made revisions, when necessary, to the interview questions and prompts based on previous responses. This study utilized constant comparison analysis of data that sought to move raw data into priori codes that could be combined or lumped into overarching categories, and finally emergent themes could be identified across categories. Each researcher worked independently first and came together to reach a consensus on final categories and themes. Consensus was reached on 95% of the categories by researchers and 100% for final themes.

Results

The final theoretical model represents a developmental process of social activism among young adults that emphasizes both a triggering event and an identity threat connected to that event, a result that mirrors Marcia’s phenomenology of development between crisis and commitment. This beginning theory provides a unique perspective on the role that the college environment plays in incubating social activism among young adults, the influence intersecting identities play in fostering social activism, the benefits of participation in activism to identity development, and the barriers and toll that activism has on young adults.

Implications

Likely the most important implications derived from the results of this study have to do with understanding the developmental trajectory of social activism among young adults. Although previous research emphasized the important roles of students in activist efforts, and other literature describes developmental processes for young adults, few studies have sought to bridge developmental and activism theories with. Additionally, this study highlights the role that the college environment, along with the impact that university policies, faculty member relationships, and peer relationships play on the development of student activists.