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A Critical Analysis of Student Affairs Framing and Response to Expressive Activity
Abstract
This study employs legal, sociological, and higher education concepts to understand how systemic racism and whiteness shape the ways university administrators in student affairs conceptualize and communicate expressive activity policies. Utilizing Critical Discourse Analysis, this paper analyzes a single institution case study at a public, flagship, predominately white institution. Findings indicate that emergency management framing was pervasive, which created an atmosphere where student, faculty, staff, and community members’ civil rights were discounted in favor of promoting a legal absolutist, civil liberties framework. Ultimately, this framing fostered a culture of surveillance, compliance education, divisiveness and fear of the other, deficit framing, and separation of logic and emotion, all of which reinforced white supremacy in the campus community. I argue that there is a critical need for university leadership and student affairs administrators to utilize educational, rather than emergency management, framing for response to expressive activity; to contextualize expressive activity law and policy socially and historically, centering the experiences of people of color; and to shrewdly challenge white supremacy embedded within the law through institutional policies and responses to racist speech.
Subject
Expressive ActivityFirst Amendment
Student Affairs
Critical Discourse Analysis
Critical Race Theory
White Racial Frame
Higher Education
Citation
Brown, Lauren Meyer (2023). A Critical Analysis of Student Affairs Framing and Response to Expressive Activity. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /200070.