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A Study of Electronically-Enhanced Student Activism" (2006)

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A Study of Electronically-Enhanced Student Activism University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 7-21-2006 The Power of "Estudentprotest:" A Study of Electronically- enhanced Student Activism James Patrick Biddix University of Missouri-St. Louis, [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Biddix, James Patrick, "The Power of "Estudentprotest:" A Study of Electronically-enhanced Student Activism" (2006). Dissertations. 599. https://irl.umsl.edu/dissertation/599 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Biddix, James, 2006, UMSL, p.1 THE POWER OF “ESTUDENTPROTEST:” A STUDY OF ELECTRONICALLY-ENHANCED STUDENT ACTIVISM by JAMES PATRICK BIDDIX B.A., Classical Civilization, University of Tennessee, 2001 M.A., Higher Education, University of Mississippi, 2003 Graduate Certificate, Institutional Research, University of Missouri – St. Louis, 2005 A DISSERTATION Submitted to the Graduate School of the UNIVERSITY OF MISSOURI – ST. LOUIS In partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY in EDUCATION August, 2006 Advisory Committee Joseph Polman, Ph.D. Chairperson Patricia Somers, Ph.D Sandy MacLean, Ed.D Carole Murphy, Ed.D Kathleen Haywood, Ph.D. Biddix, James, 2006, UMSL, p.3 ABSTRACT Both student activism and Internet use by students are among the fastest growing variables in national reports of student engagement (Astin, 2004; Levine & Cureton, 1998b). This study introduces the term estudentprotest to describe how contemporary student activists use information and communication technologies (ICTs) for protest. A sequential mixed methods design (Creswell, 2003) was utilized. This approach involved obtaining statistical information from a sample for descriptive and outcome analyses, using the results to suggest nodes for an investigation of social networks, and finally interviewing individuals to explore those results in more depth. This study found that today’s student protests begin electronically well before the “real life” action takes place. The capabilities afforded by electronically-enhanced tactics allow students to rapidly and effectively plan, coordinate, mobilize, and execute actions. Perhaps most notably, the Internet and cell phones also allow students to extensively share tactics and assistance before, during, and after a significant action. Additional unique findings of this study concern the role of non-campus organizations in student protests, the use of email to strategize and supplement meetings, and student reliance on technological immediacy. Recommendations for student affairs administrators are also provided. Following Astin’s (1999) call for administrators to educate students on democratic ideals; this study relates student activism and online capabilities to student engagement. Practical recommendations for administrators working with today’s technologically-savvy students are also discussed. Biddix, James, 2006, UMSL, p.4 ACKNOWLEDGEMENTS There are many people I wish to thank for getting me here. Foremost, I’d like to thank my wife, Erika, for her love, patience, understanding, and unfaltering support. This achievement is so much better because I get to share it with her. I am indebted to my dad for giving me intellectual curiosity, to my mom for giving me ambition, and to my sister for giving me perspective. Without equally tempered parts of each, I could not have made it where I am, a soon-to-be Ph.D. and college professor at 27 years-old. I am appreciative of Dr. Patricia Somers, whose dedication to students is amazing. Her helpful suggestions, direction, and guidance were immeasurable, and the opportunities she provided gave me confidence as a researcher. I am grateful to my dissertation chair, Dr. Joe Polman, for agreeing to work with me. His constant support and enthusiasm for this project, coupled with his ability to put the process into perspective was crucial. Both Dr. Somers and Dr. Polman taught me that professors can be both scholars and developmental role models. To my committee members, I say “thank you.” I will truly miss having coffee with Dr. Sandy MacLean, an admirable student affairs mentor whose perspective was as enlightening as it was fascinating. I will also miss visits with Dr. Carole Murphy. I hope to one day emulate her commitment to students. Finally, Dr. Kathleen Haywood deserves special thanks. She has read my proposal more than anyone ever should, yet was still kind enough to help every time I called. Biddix, James, 2006, UMSL, p.5 ACKNOWLEDGEMENTS, CONT. My co-workers at Washington University have been truly amazing. Without the support and encouragement of Dr. Jill Carnaghi, Karin Johnes, and Nicole Weston, I could not have managed to work full time and complete this degree. Jason Cathelyn, my intellectual mentor since 9th grade, deserves a thank you. I am truly glad we reconnected in St. Louis to vent, talk books, high school, and video games. I would like to acknowledge Dr. Pierce, Ms. Little, and Ms. Mayo, my high school English teachers who encouraged me to keep writing. To Dr. Pierce, I am especially grateful for teaching me to ask why. Dr. Rob Wild and Dr. Angie Wild receive my gratitude. Without Rob, I never could have navigated the streams of graduate school. Without Angie, I would still be writing in the future tense. I appreciate the love of Tess and Max, my two canine companions who kept me motivated to finish so that I could finally spend time outside with them. I would like to thank Mike Shula, for giving Crimson Tide fans a season to remember in 2005. Roll Tide. Although he has no idea that he had a part in my development, I wish to thank Eric M. In high school, he told me that I would never make it in college. Every time I wanted to give up, I remembered his words to me and persevered, if for nothing else but to prove to myself that I could. Lastly, I thank God for the gift of opportunity. Biddix, James, 2006, UMSL, p.6 TABLE OF CONTENTS Chapter Page ABSTRACT........................................................................................................................3 ACKNOWLEDGEMENTS................................................................................................ 4 TABLE OF CONTENTS.................................................................................................... 6 LIST OF FIGURES .......................................................................................................... 16 LIST OF TABLES............................................................................................................ 17 LIST OF ABBREVIATIONS........................................................................................... 18 GLOSSARY ..................................................................................................................... 19 QUOTATIONS................................................................................................................. 21 I. STATEMENT OF THE PROBLEM AND OVERVIEW OF THE STUDY ........... 23 Coming of Age.............................................................................................................. 23 Potential.................................................................................................................... 25 The Development of estudentprotest Tactics ............................................................ 26 Statement of the Problem.............................................................................................. 28 A Tactical Deficiency................................................................................................ 28 Students, Technology, and Activism.......................................................................... 29 Purpose of the Study ..................................................................................................... 29 Research Question and Objectives................................................................................ 30 Delimitations................................................................................................................. 30 Definition of Terms....................................................................................................... 31 Student Activism........................................................................................................ 32 Student Protest.......................................................................................................... 33 Protest Tactics .......................................................................................................... 34 Student Activism, Student Protest, Protest Tactics, and estudentprotest in this Study.......................................................................................................................... 34 Significance of the Study.............................................................................................. 35 Overview of this Study ................................................................................................. 36 II. AN HISTORICAL TACTICAL OVERVIEW (1636 – 2005) ................................. 38 Introduction................................................................................................................... 38 Overview......................................................................................................................
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