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Thesis advisor: Christopher Higgins / The heightened use of “safe space” in educational settings has been the subject of polarizing contemporary controversy and protested by conservative and progressive camps alike, raising concerns about whether “safe space” remains an educationally viable concept. In response to claims that safety is conflated with “coddling” students, censoring unpopular speech, or reinforcing privilege, this dissertation argues that safe spaces signify enduring pursuits of diversity, equity, and inclusion in higher education that are too important to be abandoned. Instead, this interdisciplinary, mixed methods project considers how safe spaces can be rehabilitated to best serve subaltern undergraduate students. Informed by the experiences of six of my former students, I investigate how predominantly White institutions (PWI), like Boston College, can be rehabilitated as places where risky, transformative education is possible. By integrating situated educational philosophy and participatory design research (PDR) that features artistic and embodied methods of relationality (self-portraits, walks, and interactive workshops), I offer a spatial turn in the safe space debates that reveals the ideologically laden ‘normative geography’ of university campuses. Attuning to safe space controversies as spatial struggles uncovers who and what is positioned as “in place” or “out of place” on campus, as well as subaltern students’ transgressive acts of place-making—the quotidian tactics of making a hostile place more habitable for themselves. My dissertation therefore culminates by proposing a risky model of higher education, inspired by Judith Butler’s proposal of ethical formation, that insists on a collective responsibility for inclusive campus place-making. In this iterative framework, safety serves not as a barrier to risk, but as a crucial, co-constructed threshold condition that makes educative risk-taking possible for all students. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teaching, Curriculum, and Society.

Table of Contents: 1-2: Foreword 3: Taylor Maupin 4-7: Polaris Storm 8: Sophie Storm 9: Bookmark 10: Exquisite Corpse Poem, Club 2023 11: Madeline Rodenberg 12-15: Liam McCroskey-Shope 16: Preston Hall 17-18: Christiana Keinath 20: Prompt used during NANO / https://dc.etsu.edu/ccwc/1000/thumbnail.jpg

The sociological implications of studying campus communities can lead to breakthroughs not only in teaching and improving learning environments, but provide unique and helpful programs to aid diversity, promote unity, and decrease social inequality on campus and in American society. This study applied Boyer's campus community model to assess the campus communities of a private liberal arts college and a public state research university in the Mid-Atlantic. Using a modified version of the College and University Community Inventory (CUCI) administered through a web-based survey software, data on student perceptions of the different aspects of campus community identified by Boyer were collected and analyzed using factor analysis and regression analysis. The factor analysis led the researcher to propose modifications to the survey instrument. The regression analysis found several significant characteristics of undergraduate students and their institutions that can influence their perceptions of the campus community. A discussion of the findings and the implications of the study are presented. The results reported in this study have lead to several recommendations to be developed to enhance and improve the study of the campus community and environment in higher education using the CUCI. / Master of Science