Fostering Student Activism: Barriers, Sharing, and Dialectics

Authors

  • M. Christensen University of Texas San Antonio
  • Alexis Arczynski

DOI:

https://doi.org/10.22158/wjssr.v1n2p151

Abstract

The present study was an exploratory investigation of interviews with six college students who participated in the development and implementation of a theatre-based sexual assault prevention intervention. We investigated how these students experienced their involvement in activism within the context of developing and presenting a sexual assault prevention program. The research revealed common themes: each student experienced fears about participating in activism or identifying as an activist, had strong desires to share knowledge about sexual assault prevention with their community, and viewed their individual activist identities within a complex understanding of what it meant to be activists. These themes helped us to develop implications for future research and educational practices to support activist identity development.

Author Biography

M. Christensen, University of Texas San Antonio

Dr. Candace Christensen's research focuses on using feminist research methods, community-based research methods, investigating the impact of theatre-based prevention interventions, leadership development, embodied pedagogies, and gender-based violence prevention.  Her current research is focused on what parents teach children about gender, sexuality, and violence.  She is an Assistant Professor at University of Texas San Anronio in the Social Work Department.

Published

2014-11-12

Issue

Vol. 1 No. 2 (2014)

Section

Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.