College students as catalysts for social change: a case study
Reflections-The Birth of a Student Movement
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Reflections-The Birth of a Student MovementIn conducting this research I was reminded of the whole birthing process. The founders of SLP are the “midwives” or parents birthing the group bringing their ideas and philosophies into the world. In this process they suffered the labor pains or barriers of others not believing in them. They frequently mentioned “growing up with SLP.” What the founders went through, such as struggling with stereotypes, disenfranchisement with politics, and establishing their values are all reflected in the structure that they created. The necessity of the founders turning their attention to fundraising and development work to “feed the baby” is also a part of their story. It is hard to separate SLP the organization, from the four founders as it is their creation: what they believe, SLP believes. Mackenzie talks about this in terms of how her personal philosophies have now become SLP ideas, and have been introduced to thousands. I started my research of SLP at an interesting time in their history. All of the founders had graduated and Roy, Mackenzie and Pete had started working as the co-executive directors of SLP. This influenced what I observed and what was happening with the group at the time. My initial questions were about the motivation to start the group, barriers, educational influences, and leadership characteristics. Much of what I was gathering was the founders’ memories of how things came to be. I occasionally heard, “I remember it this way, the others don’t remember this” or even “the others will argue this isn’t the way it was.” The group had maintained all of their minutes from their first meetings, so my archival research was eased due to this. In researching the group I kept trying to find theories, books, courses, events and people that influenced the formation of the group. I started out really feeling that there must be one magic element that had the biggest impact. But there was not one element; there were many factors that have worked together to ensure the group’s success. I have presented some of these factors in the common characteristic section. Also, like the birth of a child there is not only one progenitor; the genetic makeup is equally contributed by all the parents. SLP is a genetic combination of these four individuals. One “parent” might carry the dominant gene so their characteristic shows up more clearly, such as Roy and Mackenzie with their camp and retreat backgrounds, but all of the genetic mixture is present in the SLP ‘child’. My role as a researcher in this process has been like a pediatrician looking at this new infant with my years of “wisdom” and yet finding that, like each child, it is unique. In this research with SLP I was reminded of this quote by Eric Hoffer (quoted in Shea, 2002): "In times of change, the learner will inherit the earth while the learned are beautifully equipped for a world that no longer exists.” There are differences between Digital Natives and Digital Immigrants, between Millennials and the Boomers. For professionals in higher education to be successful in working with these students, we must realize that our world no longer exists. Hierarchical structures may no longer be the best way to address the problems of the future. So although the parenting styles and practices of this millennial generation may not fit our “Dr. Spock” background and training, the SLP child seemed to flourish. APPENDICES A Appendix B 1st interview questions Appendix B 1. Past Personal Life: Place of birth and childhood years; religious and ethnic background of family; composition of person's family (i.e., single-parent, brothers or sisters); characteristics of community (i.e., small town, homogenous population, urban, rural). 2. Present Personal Life and Character: Description of home and community, socioeconomic status, marital status, religious beliefs, description of character. 3. Education: Formal education, military experience, informal educational experiences such as leadership camps, etc. 4. Employment History: Positions held since adolescence. 5. Community-Related Experiences: Service-related activities, such as coaching young people or heading a food drive. 6. Leadership Experiences: Other experiences during which the person exerted leadership. 7. Leadership Qualities: Characteristics that might make the person uniquely qualified to solve an issue. Appendix B 1. Past Personal Life: Place of birth and childhood years; religious and ethnic background of family; composition of person's family (i.e., single-parent, brothers or sisters); characteristics of community (i.e., small town, homogenous population, urban, rural). 2. Present Personal Life and Character: Description of home and community, socioeconomic status, marital status, religious beliefs, description of character. 3. Education: Formal education, military experience, informal educational experiences such as leadership camps, etc. 4. Employment History: Positions held since adolescence. 5. Community-Related Experiences: Service-related activities, such as coaching young people or heading a food drive. 6. Leadership Experiences: Other experiences during which the person exerted leadership. 7. Leadership Qualities: Characteristics that might make the person uniquely qualified to solve an issue. Appendix C Mind Map
Appendix D Themes
Collaborative development Purpose & goals Networking
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ppendix A
uture
ual culture