“I don’t like to put labels on it”: Activism, Political Identity Development, and the Cultivation of Student Political Fluency

ABSTRACT

Based on intensive interviews with 39 participants across four geographically and politically diverse public institutions, this study describes the concept of “student political fluency,” the core category developed using constructivist grounded theory. The development of political fluency reflects the expertise a student has based on their political knowledge and actions, informed by their salient social identities, and contextualized by their desired political outcome(s). Four phases frame the development of student political fluency within the collegiate environment, including politically motivating experiences, cognitive negotiation, applying political identity(ies), and political identity congruence. Informed by the new concept, implications for policy and practice draw attention to optimal strategies and tactics that encourage equitable forms of campus-based political pedagogy leading to the realization of a politically dynamic and inclusive campus climate, which can contribute to a range of desirable individual and societal outcomes.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

¹ For an exhaustive review of recent literature on activism, I refer readers to Quaye et al.’s (2021) comprehensive synthesis of the last 20 years of activism research.

Additional information

Notes on contributors

Demetri L. Morgan

Demetri L. Morgan is an associate professor and program chair for higher education at Loyola University in Chicago. Dr. Morgan’s research agenda’s driving thrust is exploring the relationship between postsecondary education institutions and political and democratic implications for minoritized groups. Dr. Morgan is also a co-founder of the Critical Higher Education Governance Collaborative and was recognized in 2019 as a fellow of the Place-Based Justice Network.