This study argues that certain socio-political and educational systems enhance the effectiveness of student protests. Using social movement theory, I derive a model that explains the relationship of these structures to the outcomes of student activism. I then test the model’s accuracy by analysing cases of student protest in Québec, California, and Mexico. Protests are shown to be more successful in societies with centralised education systems that institutionalise student participation, and in societies that define students as an elite, politically-efficacious, unified group. By implication, student protestors face more barriers to success in California than in either Québec or Mexico.
Haberman, Cara L., "Centralisation and Status Formation: Institutional Frameworks that Shape Student Movement Outcomes" (2006). Honors Projects. Paper 1.
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