Making a difference : the experience of secondary school students in a social action group

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dc.contributor.authorJennissen, Tinaen_US
dc.date.accessioned2024-08-14T17:55:40Z
dc.date.available2024-08-14T17:55:40Z
dc.date.copyright1998en_US
dc.date.issued1998
dc.degree.departmentSchool of Social Work
dc.degree.levelMaster of Social Work M.S.W.en
dc.description.abstractThis grounded theory study examines the experiences of students involved in a social action group in secondary schools and shows that students "get involved" in social action because they wish to create a better and more equitable world for others. Family members and personal injustice are other motivating factors. Once students make the commitment to join a social action group, various facets to "working for the cause" emerged. These are establishing a supportive environment, and mentoring. The work of social activism involves several steps from identifying a problem, to raising awareness, with learning social and life skills and exposure to different ways of learning as important rewards. Also of importance is having opportunities to influence their schools and communities. A significant finding that emerged from this study indicates that involvement in social activism requires students to "balance tensions." Students became activists with a sense of idealism and optimism about changing the world, and face many obstacles. They want to make a difference, but were uncertain about making enough of a difference. Other tensions pertain to family influence, staff support, gender and peer pressure.
dc.format.extent129 pages
dc.identifier.urihttps://hdl.handle.net/1828/18328
dc.rightsAvailable to the World Wide Weben_US
dc.titleMaking a difference : the experience of secondary school students in a social action groupen_US
dc.typeThesisen_US

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