Learning from College Students’ Engagement in Collective Action: Divergent Values and Implementation

Abstract

ABSTRACT Activism is a strong focus at many college campuses, yet few studies have explored how courses engage students in thinking about and implementing effective communication tools for collective action. This study analyzed college students’ espoused theories and engagement with collective action. Findings revealed that they valued communication tools connected with their purposes/goals and target audiences. These espoused theories did not align with their approaches for their own campaigns. They prioritized ease and comfort in their campaign decisions. Findings offer educators opportunities to better support students’ mindsets, processes, and approaches to engage in collective action and implement espoused values for effecting change.