- Between weeks 8 and 14, each student should provide a weekly reflection (500 words) on the data you have collected to date.
- What data did you collect?
- What is your initial impression of the data?
- How have the data you have collected this week changed/progressed your thinking about your research project?
- What challenges did you encounter while collecting the data?
- What are your next steps?
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Research Portfolio
For this week’s research, I looked at two sources in depth: an E-book titled “Free Speech, Hate Speech, and the Hostile Speech Environment” from the Virginia Law Review, and a WSJ article titled “Is Self-Censorship Taking Over Universities?” The first source will be crucial for establishing the historical context surrounding the politicization of college campuses–specifically as it pertains to free speech. The book outlines past Supreme Court cases that set the precedent for speech-laws on college campuses. This source will be almost solely used for a contextual introduction.
The second source I looked at, an article from the WSJ, was an opinion piece from last month. This article touches upon many of the core topics in my argument. One of the most salient points expressed in this article was the notion that universities try to comfort and shield students from exposure to differing points of view, yet this results in the hinderance of critical thinking AND–ironically–makes students less inclusive and empathetic. Moreover, testimony from a UChicago freshman a professor of history and economics at the University of Maryland each provided first-person examples of how the politicization of college campuses has affected members of college communities.
For this week’s research, I looked at an E-book and a recent WSJ article. The first source provided an immense amount of information that I can use as historical context and background. The book explores the relationship between hate speech, free speech, and college campuses. Most notably, the book outlines previous Supreme Court cases related to the subject. This specific historical information will be necessary for building the context around my argument.
The second source that I explored was an opinion piece that pulled testimony from various students and faculty members at US universities. The author made a specifically salient point about colleges’ intent to shield and protect students from differing points of view, and how it ultimately results in the hindrance of critical thinking and it ironically makes students less inclusive or empathetic. Moreover, there is a statement from a freshman at UChicago that touches on many of my core arguments. This can be used as supporting evidence. My next step is to begin looking into sources that support various sub-arguments for my paper. Most of what I have collected thus far is general information on the topic, but I need to begin building out a deeper knowledge base.
Chris,
You have a great topic, and as someone who has always felt on the outside of so many spaces, I am glad that this has originated from your own experiences. A traditional paper makes sense, especially if you choose to pursue interviews with people who might, for a variety of reasons, might feel on the outside of a campus climate.
I am interested in your discussion of the paradoxes in higher education about political freedom. I cannot help wondering whether this is something that arises out of the administration or whether it reflects the college campus as a more liberal field. I can’t help about the 2016 election and its impact on campus. The fact that Clayton held a forum in the aftermath had more to do with so many students finding themselves shocked and hurt by the results than the College taking on a position. I think this might be worth considering here; the contradictions you discover might not have anything to do with a concerted effort of institutions like Bowdoin to take a political stance.
I look forward to learning more about your project.