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Activists and Administrators Defining Access to Institutions and Campus Space The Public Good as a Campus Battleground: Activists and Administrators Defining Access to Institutions and Campus Space Item Type text; Electronic Dissertation Authors Everett-Haynes, La Monica Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 29/09/2021 04:51:33 Link to Item http://hdl.handle.net/10150/622980 THE PUBLIC GOOD AS A CAMPUS BATTLEGROUND: ACTIVISTS AND ADMINISTRATORS DEFINING ACCESS TO INSTITUTIONS AND CAMPUS SPACE by La Monica Everett-Haynes _________________________ Copyright © La Monica Everett-Haynes 2016 A Dissertation Submitted to the Faculty of the DEPARTMENT OF EDUCATIONAL POLICY STUDIES AND PRACTICE In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN HIGHER EDUCATION In the Graduate College THE UNIVERSITY OF ARIZONA 2016 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by La Monica Everett-Haynes, titled The Public Good as a Campus Battleground: Activist and Administrators Defining Access to Institutions and Campus Space and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. _______________________________________________________________ Date: 12/05/2016 Gary D. Rhoades, Ph.D. _______________________________________________________________ Date: 12/05/2016 Regina J. Deil-Amen, Ph.D. _______________________________________________________________ Date: 12/05/2016 Jenny J. Lee, Ph.D. Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. _______________________________________________________________ Date: 12/05/2016 Dissertation Chair: Gary D. Rhoades, Ph.D. 2 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of the requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that an accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: La Monica Everett-Haynes 3 ACKNOWLEDGEMENTS I share my gratitude to family, friends, colleagues and others have committed time and personal energy – huge investments – to ensure the successful culmination of this project, and the completion of my doctorate degree. To Dr. Gary D. Rhoades, my dissertation chair, I submit special thanks and gratitude. Since our first meeting, you have believed in and affirmed my potential. I am thankful for your persistent guidance, honesty and inspiration. To my adviser Dr. Regina J. Deil-Amen, thank you for your guidance and direction, especially during the early years of my scholarship development. I am extremely appreciative that you involved me in several research projects at the onset of my studies. To Dr. Jenny J. Lee and Dr. Cecilia Rios-Aguilar, I have a deep sense of reverence for the both of you. I appreciate your support of my scholarly endeavors, and also my professional development, while also placing an emphasis on maintaining a compassionate and grounded practice. To Dr. Jeff Milem, thank you for your feedback and encouragement during the proposal phase of the dissertation. I also give tremendous thanks to Dr. Mika Galilee-Belfer, Dr. Ruthann Coyote, Dr. Danielle Miner, Dr. Blanca Torres-Olave and Dr. Tanisha Nicole Johnson for modeling strength, tenacity, communality and professionalism. I doubt I would have made as much progress without our regular weekend writing sessions and check-ins. I also give thanks to Dr. Heather Haeger, Dr. Amanda Tachine, Matt Matera, Dale LaFleur and Scott Brenden, Karen Francis-Begay, Kathy Godwin, W. Patrick Bryan and Charles H.F. Davis III for their encouragement and support at different stages of the dissertation process. I also appreciate the support of Paul Allvin, Johnny Cruz and Doug Carroll, who each afforded me the time and space to devote to my studies and research. Paloma Zuniga, your attention, motivation, care and patience throughout the latter part of my dissertation was unexpected and insurmountable. You helped me to retain my focus and emotional health during some of the most trying times in this process. To those who chose to participate in my research as interviewees and informants, I thank you for allowing me into your private lives and your safe spaces. I appreciate the time you took to share your experiences, troubles, accomplishments and ambitions. And thank you to Priscilla Bruner, Angela Haynes, Fred Haynes, Phyllis Bruner, Elle Tivine, Dina Doolen, Sue Goldstein, Irene Hsiao, Will Holst, Alexis Blue, Jessica Carnevale, Dr. Dee Hill-Zuganelli, Laura Gronewold, Elaine Phelps, Amanda Brobbel and the numerous others 4 whose optimism helped me to sustain the mental and emotional strength necessary to continue this work. 5 DEDICATION In honor of those students, faculty members, administrators, officers, community members and others who work in opposition to oppressive practices and systems, risking personal safety, health and financial gain – thank you. We cannot have progress without you. With attention to three of the most powerful forces in my life: My mother, Priscilla Bruner; my sister, Angela Haynes; and my niece, Ayana Haynes. You motivate and inspire me to be a better person. And in memory of my brother, Dontia Haynes. You modeled for me a strong intellectual and academic tenacity from the start. I miss you dearly. 6 TABLE OF CONTENTS LIST OF FIGURES __________________________________________________________ 9 LIST OF TABLES __________________________________________________________ 11 LIST OF ABBREVIATIONS _________________________________________________ 12 ABSTRACT ________________________________________________________________ 13 CHAPTER 1: BACKGROUND AND STUDY PURPOSE _________________________ 16 INTRODUCTION ________________________________________________________________ 16 The Economic Crisis and the Slow Privatization of Public Higher Education _________________ 23 Power of the People and Social Media _______________________________________________ 32 The California Case ______________________________________________________________ 36 THE PROBLEM _________________________________________________________________ 43 RESEARCH QUESTIONS _________________________________________________________ 49 STUDY PURPOSE ________________________________________________________________ 51 CHAPTER 2: LITERATURE REVIEW AND THEORETICAL FRAMEWORK _____ 55 LITERATURE REVIEW __________________________________________________________ 55 The Democratic Imperative – Historic and Contemporary Perspectives ______________________ 56 Institutional Culture, Power and Control ______________________________________________ 58 Branding, Institutional Image-making and Preservation __________________________________ 61 Established, Emergent and Shifting Modes of Communicating ____________________________ 63 Critical Agency, Activism and the Move Toward Collective Action ________________________ 67 THE DEMAND FOR FURTHER INVESTIGATION ___________________________________ 70 THEORETICAL FRAMEWORK ___________________________________________________ 72 Academic Capitalism Theory_______________________________________________________ 72 Co-cultural Theory _______________________________________________________________ 82 CHAPTER 3: RESEARCH METHODOLOGY __________________________________ 86 INTRODUCTION ________________________________________________________________ 86 INDIVIDUAL INTERVIEWS ______________________________________________________ 87 COLLECTIVE CONTENT/CRITICAL DISCOURSE ANALYSIS _______________________ 92 Identification of Newspaper Sources _________________________________________________ 95 Institutional Documents and Media Reports ___________________________________________ 97 ORGANIZATION OF THE STUDY _________________________________________________ 99 DATA ANALYSIS _______________________________________________________________ 100 LIMITATIONS _________________________________________________________________ 103 CHAPTER 4: SITUATING THE BATTLEGROUND – A FIGHT FOR THE PUBLIC GOOD ___________________________________________________________________ 106 FRAMING THE FINDINGS ______________________________________________________ 106 CONCERNS WITH THE DECLINE OF PUBLIC HIGHER EDUCATION _______________ 108 Leading up to the Berkeley Unrest in 2011 ___________________________________________ 110 Why CSULB Students and Employees Chose to Occupy ________________________________ 116 The Dispute Around Self-Funded Courses at SMC _____________________________________ 118 FINDINGS _____________________________________________________________________ 121 SETTING THE BATTLEGROUND STAGE – REFRAMING THE PUBLIC GOOD MISSION _______________________________________________________________________________
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