A sequence of Events Leading to Student Unrest in Colleges and Universities

This outline by (New York State Legislature, 1970) may not apply to all institutions but it applies to most of them. The sequence is as follows:

There are periods of indefinite duration during which real or imagined grievances build up. The grievances usually build up when students’ experiences in the institutions do not match their expectations. 

 An attempt is made to reach out to someone who will listen and do something. Unfortunately the person they report to may not have the answers to their grievances and their requests made through the channels get lost in the administrative bureaucracy. This makes students to become frustrated and demand immediate action.

 Normal channels are exhausted and communication breaks down. When this happens, emotions replace reason, threats are perceived and fear is felt, and a distrust of verbal reassurances which is superseded by militant language and sloganeering is developed.

 Efforts are made by a few hard core individuals to broaden their base of support, mainly by finding issues with general appeal and giving them an aura of sanctity. Only a small number of students and perhaps some faculty are involved in the early stages of a potential confrontation. Later, they seek support of uncommitted students and sometimes faculty out of apathy.

 Both sides take harder lines as they see their credibility threatened. The administration and sometimes faculty come under pressure from students who oppose the dissidents and persons outside the campus who believe that capitulation would result in anarchy spreading to other higher institutions of learning. The protestors, meanwhile, extend their claims to include amnesty for all participants in a direct action.

 There is recourse to a direct confrontation, such as a building takeover, to break the impasse. Such an action gets wide attention to a cause and gives the students a sense of power.

The clear-cut challenge results in a reaction, compromise if possible and repression if necessary. At this point, an agreement can be worked out to end the confrontation, law enforcement agencies may be called in to help or disciplinary measures against students may be taken.

There is a catharsis followed by an attempt to put things back together. At this point emotions move out, reason surfaces, and underlying problems are identified and sorted out. Changes in decision-making process, new disciplinary structures, and improvement in communication evolve.

Reference 

New York State Legislature (1970). The Academy in Turmoil. First Report of the Temporary Commission to Study the Causes of Campus Unrest. New York: Albany