Motivations for Social Change: A Four-Year Longitudinal Study of College Students From Adverse Backgrounds

• In Event: From Motivation to Mobilization: College Student Experiences With Social Change and Justice

Abstract

Drawing on unique longitudinal data of college students from college entry to graduation, this study explores individual, experiential, and institutional factors that influence motivations for careers dedicated to working for social change, and the central role of racial/ethnic identity. Result suggested that motivations for social change are greatest among Black-identified students at college entry, and developmentally across four years of college. However, the college experiences and institutional factors found to exert developmental influence were general (similar for all students), rather than conditional on racial/ethnic identities. Other notable findings highlight that students exposed to severe financial adversity prior to college also exhibit greater motivations for social change at the start of college. Implications for theory, research, and practice are discussed.

Authors

• Gregory C. Wolniak, Northwestern University

• Juyoung Kim, University of Georgia

• Emily Chen-Bendle, University of Georgia