A Glaring Contradiction in Higher Education: When Mission ≠ Movement

by Terrell Strayhorn, PhD and J'Quen Johnson

Here's our thesis: Perhaps we are viewing this all wrong. Instead of using brute force to break up peaceful protests, higher education institutions should embrace current events as part of a transformative learning process that challenges the status quo and converts passive recipients into informed actors. Contrary to popular belief, protesters are not breaking the law but learning to engage with it lawfully. They are not causing confusion but are instead curating a cause, not acting violently but activating their voices, and not destroying our campuses but improving them.

Tensions have undoubtedly escalated as college administrators sanction force to disperse campus demonstrations protesting the Israeli-Palestinian conflict and higher education's financial involvement. Last week, for instance, more than 300 individuals were arrested at Columbia and City University of New York. Meanwhile, police in riot gear armed with weapons stormed campuses like the University of Texas at Austin (UT), University of California Los Angeles (UCLA), and University of Southern California (USC), under the guise of crowd control — just to cite a few examples.

Within just a week, armed police officers were seen brandishing weapons across various campuses, deploying chilling mists in tents at Florida State and Harvard, positioning snipers on rooftops at Indiana, and using rifles and tasers at Emory, all while deploying suffocating tear gas at the University of South Florida. Over 15 individuals were injured at UCLA, with faculty members suffering lacerations at the University of Wisconsin, Madison. These incidents, eerily reminiscent of scenes from a haunting R-rated thriller, have unfortunately become a grim reality for many U.S. colleges and universities, leading to student suspensions at Illinois State, tenure denials at UNC-Chapel Hill, and canceled commencements at USC, Columbia, and beyond.

The message is unmistakably clear: College officials do not permit organized resistance to university support of what many see as mass genocide. Yet, such resistance could constitute a form of protected speech under our First Amendment rights. A review of university mission statements uncovers a glaring and troubling contradiction in how institutions articulate their values versus their actions.

Indeed, protest encampments are not only legally permissible in democracies such as the U.S. but also integral to the rights and responsibilities of students at public and private colleges. According to a public land-grant’s mission statement, the university values "responsibility—to serve as a catalyst for positive change in [the state] and beyond." The term 'responsibility' implies a duty to ensure specific actions are taken, suggesting that this university expects its students to be positive change agents globally. Organized resistance through protest may well serve as such a catalyst. Thus, protesting should not be viewed as violating campus rules but rather as a crucial method of fulfilling the institution's mission. The importance of this role should not be underestimated.

Ultimately, it is incumbent upon students to engage deeply in what is termed "higher learning" to uncover new knowledge and explore universal truths, from genetics to global challenges. As articulated in one university's mission statement, students are expected to "show the products of [such] efforts" in ways that improve conditions for everyone, particularly those pushed to the margins of society. At its essence, a protest is a demonstration, a declaration, or an exhibition. It may indeed be the most compelling evidence of how higher education transforms students, preparing them for roles as "global citizens" and "active participants in democracy," according to various university pronouncements.

"At its essence, a protest is a demonstration, a declaration, or an exhibition. It may indeed be the most compelling evidence of how higher education transforms students, preparing them for roles as "global citizens" and "active participants in democracy," according to various university pronouncements."

The quad, crowded sidewalks, and makeshift tents have now become the protesters' dormitories, cafeterias, and classrooms. A few days ago, one of us joined a "live" on-campus teach-in about social movements at UT-Austin via FaceTime, facilitated by a professor’s partially charged iPhone. This impromptu guest lecture ignited a lively debate among the two dozen UT students gathered tightly around a tiny screen. Fiery discussions included the historic March on Washington , #BlackLivesMatter , and "Say Her Name ," among others. The spontaneous lesson ended as abruptly as it began because, unlike Casio calculators, smart devices and laptops are not solar-powered and require electricity, which is scarce in open quads and grassy knolls.

Campus protesters seek resolution. The approach is straightforward: acknowledge their concerns. Take a megaphone, stand before the crowd, and say, "Students and supporters, we've heard you loud and clear. Here’s what we’re going to do..." Alternatively, consider a response from Brown and Northwestern’s playbook and say: "Students, you’re right! Our decision, though well-intended, contradicts our values. We acknowledge it. We regret it. We stand ready to work with you and others to course-correct going forward.”? This is the essence of greatness—acknowledging errors and committing to rectify them. Campus leaders, particularly presidents, possess the unique capability to affirm students' sense of belonging. Remember, words wield immense power. Use them wisely.

This isn’t merely the hallmark of greatness; it's a mark of true leadership. Numerous institutions claim leadership but few truly lead. True leadership means empowering students to drive positive social change, enhancing the living conditions of people worldwide, fostering peace over war, and advocating for justice with combined voices, not clenched fists. We must celebrate and honor these efforts and sacrifices.

How, you might ask? Typically, this is where we would list recommendations similar to those found in peer-reviewed publications. However, such practices have not substantially advanced our society. There is ample research on campus activism, organized resistance, and social change, but few effective solutions. Peaceful protests have repeatedly demonstrated their transformative power, yet we often suppress these gatherings. Therefore, we resist pretending like we have all the answers.

Instead, we recognize a critical shortage of accessible information, often locked behind the paywalls of journals exclusive to well-funded institutions. There is a deficit of policymakers committed to evidence-based decisions and a general lack of bandwidth and patience among an agitated public unable to wade through dense, lengthy reports to uncover 1 or 2 ‘common practices’ that are all-but-common. Thus, we offer this piece to spark courageous dialogues and encourage readers to contribute viable solutions and tested strategies. Let the conversation begin!

Terrell Strayhorn is Professor of Education and Psychology at Virginia Union University , where he also serves as Associate Provost and Interim Dean of the School of Arts & Sciences. J'Quen Johnson is Assistant Director of Graduate and Online Recruitment at Tusculum University . Opinions reflect the perspectives of authors and not our employing institutions.