College students as catalysts for social change: a case study
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SummaryThe literature review included spending some time immersed in a historical review of students as change agents in social movements in the 20th century. Next, a review was done of civic engagement given this is a major focus of SLP. Since the Core Model of SLP is based on a non-hierarchical model a review was then conducted of various organizational and social change theories. Leadership is the primary focus of SLP and so reviewing leadership theories as an undergirding of my knowledge base was the next area of literature examined. What is presented is a small fraction of the many articles and books on the topic. In looking at social factors that impact this particular generation the networked knowledge area was explored. Family influences were then explored as the topic of parents came up often during observations and interviews. The four founders of SLP exhibit very strong self-efficacy and this was reviewed and finally, literature as it relates to student developmental theories was examined as the entire SLP organization was developed by students and is built on continuing student involvement. CHAPTER III DESIGN OF THE STUDY The purpose of this study, again, is to focus on one college student initiated social change organization. What were the motivations to create SLP, what were the barriers and influences on the founders, and what can be learned about the model that they have created? In this chapter I discuss my personal bias related to this study and background with the group. I also explain the case study methodology, data collection and management, internal validity methods, patterns of analysis and limitations of my study. It is important to consider the researcher’s perspective in qualitative research as the process and outcome of the study is impacted by the researcher’s experiences and interests (Creswell, 1998; Seidman, 1998). Having considered and discarded four other dissertation topics, I kept being drawn back to this particular group and their passion for involving youth. In reflecting on this interest, I remembered as a child probably of ten years of age, organizing a big carnival to raise money for the Jerry Lewis Tele-a-thon. I got all of the neighborhood children to participate; we all gathered old toys and trinkets as the prizes for the games we created, we had pony rides, and our moms baked cakes for the cake walks. I do not remember how much money we made, but I recall it being a significant amount for that time. In reflecting on this event, my motivation was to make a difference, having a vision to accomplish it, and working with other youth to make it possible. Could this early predisposition be part of my attraction? First, having been involved in two Make a Difference tours and having one daughter attend and another daughter work as a junior counselor at an SLP leadership camp, I had some preconceived ideas about the group. Secondly, working in higher education and specifically in the area of service learning and having advised student government and leadership programs, I bring an understanding of the terminology and language used in these programs. Third, my personal belief and commitment to service and development of community influences my life and obviously my attraction to those that make a difference. I also chose this topic of study because I was intrigued by the model that I observed of shared leadership among the founders and their commitment to the development of others. Case Study MethodologyI studied Students Leadership Program (SLP) using a case study methodology. Kenny and Grotelueschen (1980) discuss that a case study is suitable “to develop a better understanding of the dynamics of a program and is essentially descriptive and of historical significance” (p. 5). I believe SLP may be of historical significance in the future as I see it continuing to grow and impacting the lives of students and potentially of the nation. Several factors made studying this specific group via a case study method especially applicable. It is a “bounded system” (Creswell, 1998), bounded as a single instance of a group and bounded by a time frame which included ten months of active data collection. I examined the experiences of one group of students that have acted as social change agents in the creation of an organization, to further the study of student leadership development. I have also identified specific issues that they encountered in moving from a student group to the creation of a professional organization, issues of expectations from their board, clearly articulating their purpose and potential enculturation concerns. I am not claiming that these four individuals are representative of all student change agents. This case study is an instrumental case study (Stake, 1995). Given the phenomenon created by this organization, qualitative research provided a rich analysis of the factors that have influenced the founders and the leadership principles and values they hold in common. Case studies are particularly useful for answering “how” and “why” questions (Yin, 1994, p. 9). The questions I will be asking center around these types of questions.
The interviews took place at various sites including the SLP national office, located in Minneapolis, Minnesota. I also traveled to Crookston, Minnesota, Fargo, North Dakota, numerous locations around Minneapolis, Minnesota, and Hudson, Wisconsin, to conduct my interviews. I went to locations that were most convenient for those being interviewed. The observations took place in Dansbury, Wisconsin, St. Paul, Minnesota, and in Gilbert, Minnesota, and ranged from one day to three days in length. In addition I observed one board meeting at the National office and three development committee meetings, two at the Courage Center in Minneapolis. Because I chose to study particularly the founders of SLP, the four main participants were predetermined. The four founders are as follows. Mackenzie is a 22 year old Filipino woman from California. Pete is a 23 year old Caucasian male from Northern Minnesota. Nickers is a 23 year old Caucasian male from a small community near the Twin Cities in Minnesota. Roy is a 23 year old Caucasian male from a large town in North Dakota. The other interviewees were board members, the parents of the founders, committee members, student participants (both high school and college), committee members and previous advisors for the group.
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