Abstract
College student activists catalyze reform on campus and beyond—yet, we know little about how these students perceive mattering on campus. Given that mattering is linked to positive student outcomes, educator commitment to caring for student activists is critical. This work, grounded in semistructured interviews and a constructivist lens, explored how 16 college student activists across five institutions in the Washington, DC, area perceived mattering. We offer recommendations in support of student activists and educator allies.
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