Connecting Civil Rights Legacy at Jackson State University to Modern Student Activism and Campus Improvements

Discover how the Council of Federated Organizations shaped civil rights activism and inspires current student passions for change at historically Black universities like Jackson State.

In this module, you’ve learned about the Council of Federated Organizations (COFO) Center, an umbrella group of civil rights organizations that played a significant role in the American Civil Rights Movement. Students often find that reflecting on these historical efforts helps them connect past struggles to their own campus lives today.

After learning about issues and civil rights leaders with connections to activism at Jackson State University, share issues or causes that you passionate about. Be sure to answer all three questions in your post:

If you could change one thing about the JSU student experience, what would that be and why?
Who could you collaborate with to work towards changing the part of the JSU student experience you want to improve? Many students discover that reaching out to campus clubs or faculty advisors opens doors to meaningful partnerships.
What resources do you need to collaborate with other students about the issue you want to change?

Suggested Methods for Discussion Responses

When responding to your classmates’ posts, you might:

Offer an alternative yet valid response.
Suggest a possible adjustment to your peer’s response and share why you are suggesting the change. Engaging in this way encourages deeper thinking and builds a supportive learning community.
Provide an additional resource or information that supports your peer’s post.
Share an idea that you think might improve your peer’s response.
Share an experience that aligns (or doesn’t align) with your peer’s response. Drawing from personal stories adds authenticity and helps everyone relate better to the topics discussed.
Ask a question to gain clarity.
Ask a question that helps your peer expand on his or her idea.
Play “devil’s advocate” even if you do not necessarily agree with an alternative position, for the sake of debate or to further explore the topic.

Sample Answer to Guide Your Discussion Post

Reflecting on the civil rights history tied to Jackson State University motivates me to focus on improving mental health support for students facing academic pressures. I would change the limited access to counseling services on campus because many peers struggle with stress without enough immediate help available, which affects their overall well-being and performance. Collaborating with the student government association and health center staff seems ideal since they have direct influence over policy and resources. Gathering signatures for a petition through social media platforms would strengthen our efforts and show widespread support. Recent studies highlight the importance of such initiatives in fostering resilient campus communities (Hope et al., 2022, https://doi.org/10.1111/cdev.13716). Organizing workshops with guest speakers from local organizations could provide practical tools and build momentum for change.

References / Learning Materials

Hope, E. C., Hoggard, L. S. and Thomas, A. (2022) ‘Anti-racism activism among Black adolescents and emerging adults: Understanding the roles of racism and anticipatory racism-related stress’, Child Development, 93(3), pp. 717-735. Available at: https://doi.org/10.1111/cdev.13716.
Wright, J. and Karnopp, J. (2024) ‘Protest and Resistance: Conceptualizing a Blackamerican Institutional Schema and the Contemporary Relevance of Pre-Brown Educators’, AERA Open, 10. Available at: https://doi.org/10.1177/23328584241269812.
Pradhan, I. (2024) ‘What is at risk in campus activism?: Learning as part of progressive social change in U.S. and Indian higher education’, Acta Psychologica, 245, 104215. Available at: https://doi.org/10.1016/j.actpsy.2024.104215.
Ferleger, L. A. (2020) ‘Lending a Hand: Black Business Owners’ Complex Role in the Civil Rights Movement’, Enterprise & Society, 21(3), pp. 637-663. Available at: https://doi.org/10.1017/eso.2019.71.

References

Johnson, J. M. (2024) ‘The HBCU advantage: reimagining social capital among students attending black colleges’, Frontiers in Education, 9, 1344073. Available at: https://doi.org/10.3389/feduc.2024.1344073.
Bonner, F. A. (2024) ‘Reconciling Our Strivings: Historically Black Colleges and Universities (HBCU) in Contemporary Contexts’, Gifted Child Today, 47(1), pp. 5-14. Available at: https://doi.org/10.1177/10762175231205917.
Castro Samayoa, A., Gasman, M., Nettles, M. and Boland, W. (2018) ‘Understanding Black Students’ Social Agency at Historically Black Colleges: Data From a National Survey’, Frontiers in Education, 3, 94. Available at: https://doi.org/10.3389/feduc.2018.00094.
Franklin, R., Smith, W. A. and Manley, M. (2023) ‘The role of historically Black colleges and universities (HBCUs) in cultivating the next generation of social justice leaders: Evidence from the Fannie Lou Hamer National Institute on Citizenship and Democracy’, Peabody Journal of Education, 98(1), pp. 104-121. Available at: https://doi.org/10.1080/0161956X.2023.2160112.