Do College Social Justice Activists Stop When They Graduate? Explaining Volunteer Activist Participation in a Life Course Transition
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Why does volunteer participation by college social justice activists decline dramatically following graduation? Using a new, multimethod longitudinal study that spans college and the early post-graduate years, I test existing theory about how changes in time constraints, social support, and organizational opportunities affect volunteer activist participation in social justice movements. Analyzing qualitative data from semi-structured interviews to further understand decreases in activism, I find no evidence showing that changes in time constraints or social support lead to changes in activist volunteering, but there is evidence to support the effects of organizational opportunities. Findings from the qualitative data further emphasize that activist opportunities are easier to access on college campuses, specifically because activism is physically convenient to the potential participant. Future research and practice should explicitly address the spatial proximity of potential activists to social movement opportunities, and should additionally remain sensitive to different needs of activists at different points in the life course.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it