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Long has been the charge by society for college and universities to produce more engaged citizenship. Institutional initiatives on civic engagement have focused on community service and service-learning initiatives to meet this demand. The existing literature, therefore, is reflective of these civic engagement involvements and outcomes. Little research is conducted on another form of civic engagement, activism. The existing literature on student activism focuses on the student activists of the 1960s. This study intends to address the gaps in the literature related to activism. Specifically, the purpose of this study was to identify the learning outcomes associated with student participation in activism Data from the Higher Education Research Institute's surveys, the 1999 Student Information Form (SIF) and the 2003 College Student Survey (CSS), were used in this study. Multiple regression, along with logistic regression, were used. The results of this study provide some noteworthy findings that improve our understanding of activism and its effect on the learning outcomes of undergraduate students. In addition, this study provides a number of implications for student affairs practice and future research. Student activism has a long and rich history in our colleges and universities and will continue to have a place in our institutions of higher learning. This study reveals that activism is an active part of students' learning experiences while in college. This study supports the notion that (a) learning outcomes are associated with involvement in college student activism, (b) involvements do make a difference, (c) faculty and peer relationships matter, (d) curricular and co-curricular experiences, and (d) gender and ethnicity in activism is worth exploring The examination of specific learning outcomes associated with activism provides student affairs professionals and higher education research and policy-makers a better understanding of what students gain from their activism. In addition, the results of this study contribute to the body of knowledge on the role of college involvements in developing an action-oriented citizen.

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Mid-level administrators are underrepresented within the literature despite years of research on university administration. Moreover, there is significantly less knowledge about administrators of color in higher education. While the reason for their decreased prominence is unclear, Jackson and O'Callaghan (2009) offer that people of color were historically not part of the leadership landscape as an explanation for the minimal formal analysis and categorization of them and their work. Despite the surge of research interest in Black administrators, there still remains limited knowledge about who they are, their professional lives, and their overall lived experiences. As such, the purpose of this study was to understand the career journeys and the experiences of Black mid-level student affairs administrators (BMLSAAs) as they navigate transitions and advancements within their careers. Guided by a conceptual framework using tenets of Critical Race Theory, Space and Place, and the Great Migration, this study investigated the following questions: (1) What are the career migration patterns of BMLSAAs? (2) What role does race and racism combined with location play in the career journeys of BMLSAAs? (3) How do BMLSAAs make meaning of their career journey and their experiences? I employed a qualitatively driven multimethod research design consisting of narrative inquiry and a Critical Race Spatial Analysis (CRSA) with a sample size of 11 BMLSAAs across the U.S. Data sources included a demographic questionnaire, documents (i.e., current resume/curriculum vitae), a career journey map, and a semi-structured interview. Findings provided insight into the racialized engagement of spatial features throughout participants' career journeys; on the campuses where they worked and the geographic regions where participants have lived. Ultimately findings expressed what it is like being Black not only in a mid-level student affairs administrative role, but also traversing one's career as a Black person. Additionally, this study has implications for research, practice, and policy. / Doctor of Philosophy / As a whole, middle managers in higher education are underrepresented in university research. There is even less knowledge about administrative leaders of color in higher education because they have been historically excluded from those roles. Despite an increase of interest in researching Black administrators, there still remains limited knowledge about who they are, their professional lives, and their overall lived experiences. As a result, the purpose of this study was to understand the career journeys experiences of Black administrative leaders, specifically those in middle management who are employed in student affairs departments. Through interviews and map making, this study explored patterns within Black mid-level student affairs administrators (BMLSAAs) career moves; the role that race and racism combined with location played within their careers; and how BLMSAAs made sense of their career journey experiences. Findings provided insight into what shaped participants' careers; how they navigated their careers; their career related experiences; and how they thought about the futures of their careers. Findings also illuminated participants' racialized experiences navigating campus organization structures; work cultures and environments; and living in the different geographic regions where they were employed. This study has an impact on higher education employment research, professional practice, and policy.

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