Jennissen, Tina2024-08-142024-08-1419981998https://hdl.handle.net/1828/18328This 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.129 pagesAvailable to the World Wide WebThesis