Anderson+Chapter+Summaries

This section starts out with a discussion/lecture at Power Shift (we'll see what new ethnographic material this weekend brings!). The moment is powerful and provides an introduction to college political movements. Background information is laid out in this chapter, with plenty of ethnographic examples to ground them. Methods are explained.
 * Introductory Chapter 1**

This chapter will focus more on the relevance of studying college political movements. The Occupy and the Keystone XL movements are two of those that will be discussed, paying particular attention to college students' roles in those movements. Why were students involved? What motivates them to be active politically?
 * Introductory Chapter 2**

College environmental clubs and their functions in students' lives and on college campuses will be explored. Literature on social movements and youth culture will be brought in and explained in more detail than in chapter 1.

This chapter ends with a short overview of the contents of the following chapters.

This chapter will discuss culture and environmentalism, focusing on college culture. The subculture that a student belongs to before and during college may influence his/her attitude towards environmental issues, including involvement with environmental issues and environmental club leadership.
 * Middle Chapter 1: How do social ecologies affect sustainability? **

Organizations like Power Shift, California Student Sustainability Coalition, and The Association for the Advancement of Sustainability in Higher Education are attempting to suggest ideas and strategies for environmentalism as well as organizing students.
 * Middle Chapter 2:** ** How have inter-college sustainability organizations contributed to environmental culture on campuses? **

This chapter will start with ethnography from Power Shift. It will then focus on interviews with student environmental leaders who went to Power Shift, to see what changes the students attempted to implement and whether they were successful. It is likely that some changes learned at Power Shift will be more useful to students, while others won't be.
 * Middle Chapter 3: **** What social mechanisms are needed to make a college more sustainable do these inter-college sustainability organizations change? (and are these changes effective?) **

This chapter will be drawn from the interviews with student leaders. How did the college students become interested in environmental leadership? How do they define what they do? What does "saving the environment" mean for them? In particular, whether students seem to lean towards New Ecology (nature/culture) is important.
 * Middle Chapter 4: **** What shapes conceptions of sustainability among college students, particularly those in sustainability leadership? **

This chapter ties everything together. It will also discuss lessons learned from my research, and what college students, college administrations, and inter-college sustainability organizations can do in the future to make sustainable practices and leadership happen.
 * Conclusion **