Too many universities overlook the richness of the human stories that define them, relying instead on polished marketing campaigns and generic social media content to attract the next generation of students.
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This analysis originally appeared at The Up and Up, a newsletter focused on youth culture and politics.
There’s been a massive effort to understand why Gen Z shifted right in the 2024 election. Part of that movement was thanks to Charlie Kirk and his work to engage young people — on and offline.
Whether it was his college tours or the campus debate videos he brought to the forefront of social media, he changed the way young people think about, consume and engage in political discourse.
Over the past few years, as I’ve conducted Gen Z listening sessions across the country, I’ve watched as freedom of speech has become a priority issue for young people, particularly on the right. The emphasis on that issue alone helped President Donald Trump make inroads with young voters in 2024, with Kirk as its biggest cheerleader. Just a few years ago, being a conservative was not welcomed on many liberal college campuses. That has changed.
Even on campuses he never visited, Kirk, via his massive social media profile and the resonance of his videos online, was at the center of bringing MAGA to the mainstream. Scroll TikTok or Instagram with a right-leaning college student for five minutes, and you’re likely to see one of those debate-style videos pop into their feed. Since the news broke of the attack on his life last week, I’ve heard from many young leaders — both liberal and conservative — who are distraught and shook up. The reality is that Kirk changed the game for Gen Z political involvement. Even for those who disagreed with his politics, his focus on young voters inevitably shifted how young people were considered and included in the conversation.
Like many of you, I’ve followed Kirk for years. Whether you aligned with his policy viewpoints or not, his influence on the conversation is undeniable. And, for young people, he was the face of the next generation for leadership in the conservative party.
Kirk’s assassination was the latest in a string of political violence, including the political assassination in Minnesota that took the life of former House Speaker Melissa Hortman and her husband, and left state Sen. John Hoffman wounded. One of the most common fears I hear from young people across the country and the political spectrum is that political division has gone too far. Last week’s shooting also coincided with a tragic school shooting in Colorado. The grave irony of all these forces coinciding — gun violence, political violence and campus violence — cannot be ignored.
In all my conversations with young people, one thing is clear: they are scared.
After Wednesday’s tragedy, I reached out to students and young people I’ve met through listening sessions with The Up and Up, as well as leaders of youth organizations that veer right of center. Others reached out via social media to comment. Here’s some of what they shared.
California college student Lucy Cox: “He was the leader of the Republican Party and the conservative movement right now especially for young people. He’s probably more famous than Trump for college students. He had divisive politics, but he never went about it in a divisive way. He’s been a part of my college experience for as long as I’ve been here. He felt like somebody I knew. His personality was so pervasive. It feels very odd that I’m never going to watch a new Charlie Kirk video again.”
Jesse Wilson, a 30-year-old in Missouri: “From the first time I saw him, it was on the ‘Whatever’ podcast, I’ve watched that for a long long long time. Just immediately, the way he carried himself and respected the people he was talking to regardless of who they were, their walk of life, how they treated him. Immediately I just thought, ‘Man, there’s just something different about him.’ He was willing to engage. It was the care, he didn’t want to just shut somebody down. He was like, ‘These are my points, and this is what I’m about,’ and it seemed like there was a willingness to engage and meet people where they’re at. I found it really heartwarming. And we need it. That’s what’s going to make a difference.”
Ebo Entsuah, a 31-year-old from Florida: “Charlie had a reach most political influencers couldn’t even imagine. I didn’t agree with him on a number of things, but there’s no mistaking that he held the ear of an entire generation. When someone like that is taken from the world, the impact multiplies.”
Danielle Butcher Franz, CEO of The American Conservation Coalition: “Charlie changed my life. The first time I ever went to D.C. was because of him. He invited me to join TPUSA at CPAC so I bought a flight and skipped class. When we finally met in person he grinned and said, ‘Are you Republican Sass?’ (My Twitter at the time) and gave me a big thumbs-up. I owe so much of my career to him. Most of my closest friends came into my life through him or at his events. Because of Charlie, I met my husband. We worked with him back when TPUSA was still run out of a garage. Charlie’s early support helped ACC grow when no one else took us seriously. He welcomed me with open arms to speak at one of his conferences to 300+ young people when ACC was barely weeks old. I keep looking around me and thinking about how none of it would be here if I hadn’t met Charlie.”
A 26-year-old woman who asked to remain anonymous: “I would be naive to not admit that my career trajectory and path would not have been possible without Charlie Kirk. He forged a path in making a career with steadfast opinions, engaging with a generation that had never been so open-minded and free, slanting their politics the exact opposite of his own. He made politics accessible. He made conservatism accessible. But damn, he made CIVICS accessible. He dared us to engage. To take the bait. To react. He was controversial because he was good at what he was doing. Good at articulating his beliefs with such conviction to dare the other side to express. He died engaging with the other side. In good or bad faith is one’s own to decide, but he was engaging. In a time where the polarization is never more clear. So I will continue to dare to engage with those I agree and those I disagree with. But it’s heartbreaking. It feels like we’ve lost any common belonging. There has not been an event in modern political history that has impacted me this much. Maybe it hits too close to home.”
Over the summer, I wrote about Gen Z’s sinking American pride. Of all generations, according to Gallup data, Gen Z’s American pride is the lowest, at just 41%. At the time, I wrote that this is not just about the constant chaos which has become so normalized for our generation. It’s more than that. It’s a complete disillusionment with U.S. politics for a generation that has grown up amid hyperpolarization and a scathing political climate. What happened last week adds a whole layer.
Beyond the shooting, there is the way in which this unfolded online. There’s a legitimate conversation to be had about people’s reactions to Kirk’s death and an unwillingness to condemn violence.
As a 19-year-old college student told me: “This reveals a big problem that I see with a lot of members in Gen Z — that they tend to see things in black and white and fail to realize that several things can be true at once.”
There’s also the need for a discussion about the speed at which the incredibly graphic video of violence circulated — and the fact that it is now seared into the minds of the many, many young people who watched it.
We live in a country where gun violence is pervasive. When we zoom out and look toward the future, there are inevitable consequences of this carnage.
Since The Up and Up started holding listening sessions in fall 2022, young people have shared that civil discourse and political violence are two of their primary concerns. One of the most telling trends are the responses to two of our most frequently asked questions: “What is your biggest fear for the country, and what is your biggest hope for the country?”
Consistently, the fear has something to do with violence and division, while the hope is unity.
I think we all could learn from the shared statement issued by the Young Democrats and Young Republicans of Connecticut before Trump announced Kirk’s death, in which they came together to “reject all forms of political violence” in a way we rarely, if ever, see elected officials do.
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It’s not often we get invited to deep dive into the workings of other universities, even less so when they’re on the other side of the world.
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A new national study shows that Americans’ rates of reading for pleasure have declined radically over the first quarter of this century and that recreational reading can be linked to school achievement, career compensation and growth, civic engagement, and health. Learning how to enjoy reading – not literacy proficiency – isn’t just for hobbyists, it’s a necessary life skill.
But the conditions under which English teachers work are detrimental to the cause – and while book bans are in the news, the top-down pressure to measure up on test scores is a more pervasive, more longstanding culprit. Last year, we asked high school English teachers to describe their literature curriculum in a national questionnaire we plan to publish soon. From responses representing 48 states, we heard a lot of the following: “soul-deadening”; “only that which students will see on the test” and “too [determined] by test scores.”
These sentiments certainly aren’t new. In a similar questionnaire distributed in 1911, teachers described English class as “deadening,” focused on “memory instead of thinking,” and demanding “cramming for examination.”
Teaching to the test is as old as English itself – as a secondary school subject, that is. Teachers have questioned the premise for just as long because too many have experienced a radical disconnect between how they are asked or required to teach and the pleasure that reading brings them.
High school English was first established as a test-driven subject around the turn of the 20th Century. Even at a time when relatively few Americans attended college, English class was oriented around building students’ mastery of now-obscure literary works that they would encounter on the College Entrance Exam.
The development of the Scholastic Aptitude Test in 1926 and the growth of standardized testing since No Child Left Behind have only solidified what was always true: As much as we think of reading as a social, cultural, even “spiritual” experience, English class has been shaped by credential culture.
Throughout, many teachers felt that preparing students for college was too limited a goal; their mission was to prepare students for life. They believed that studying literature was an invaluable source of social and emotional development, preparing adolescents for adulthood and for citizenship. It provided them with “vicarious experience”: Through reading, young people saw other points of view, worked through challenging problems, and grappled with complex issues.
Indeed, a national study conducted in 1933 asked teachers to rank their “aims” in literature instruction. They listed “vicarious experience” first, “preparation for college” last.
The results might not look that different today. Ask an English teacher what brought her to the profession, and a love of reading is likely to top the list. What is different today is the unmatched pressure to prepare students for a constant cycle of state and national examinations and for college credentialing.
Increasingly, English teachers are compelled to use online curriculum packages that mimic the examinations themselves, composed largely of excerpts from literary and “informational” texts instead of the whole books that were more the norm in previous generations. “Vicarious experience” has less purchase in contemporary academic standards than ever.
Credentialing, however, does not equal preparing. Very few higher education skills map neatly onto standardized exams, especially in the humanities. As English professors, we can tell you that an enjoyment of reading – not just a toleration of it – is a key academic capacity. It produces better writers, more creative thinkers, and students less likely to need AI to express their ideas effectively.
Yet we haven’t given K-12 teachers the structure or freedom to treat reading enjoyment as a skill. The data from our national survey suggests that English teachers and their students find the system deflating.
“Our district adopted a disjointed, excerpt-heavy curriculum two years ago,” a Washington teacher shared, “and it is doing real damage to students’ interest in reading.”
From Tennessee, a teacher added: “I understand there are state guidelines and protocols, but it seems as if we are teaching the children from a script. They are willing to be more engaged and can have a better understanding when we can teach them things that are relatable to them.”
And from Oregon, another tells us that because “state testing is strictly excerpts,” the district initially discouraged “teaching whole novels.” It changed course only after students’ exam scores improved.
Withholding books from students is especially inhumane when we consider that the best tool for improved academic performance is engagement – students learn more when they become engrossed in stories. Yet by the time they graduate from high school, many students master test-taking skills but lose the window for learning to enjoy reading.
Teachers tell us that the problem is not attitudinal but structural. An education technocracy that consists of test making agencies, curriculum providers, and policy makers is squeezing out enjoyment, teacher autonomy and student agency.
To reverse this trend, we must consider what reading experiences we are providing our students. Instead of the self-defeating cycle of test-preparation and testing, we should take courage, loosen the grip on standardization, and let teachers recreate the sort of experiences with literature that once made us, and them, into readers.
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Since 2020, interest in homeschooling, microschooling, and other alternatives to conventional education has soared. Entrepreneurial parents and teachers have been building creative schooling options across the U.S. Kerry McDonald, a senior fellow at the Foundation for Economic Education and contributor to The 74, was so inspired by these everyday entrepreneurs that she wrote a book about them: Joyful Learning: How to Find Freedom, Happiness, and Success Beyond Conventional Schooling.The following is an adapted excerpt from McDonald’s book. It is reprinted here with permission from the publisher.
In 2019, I gave a keynote presentation at the Alternative Education Resource Organization’s (AERO) annual conference in Portland, Oregon. Founded in 1989 by Jerry Mintz, AERO has long supported entrepreneurial educators in launching new schools and spaces, with a particular focus on learner‑centered educational models. It was about a month after my previous book Unschooled was published, and I was talking about the gathering interest in unconventional education. Homeschooling numbers were gradually rising, and more microschools and microschooling networks were surfacing. I predicted that these trends would continue, but I said they would remain largely on the edge— as alternative education had for decades. They would offer more choices to some families who were willing to try new things, similar to those of us who eagerly embraced Netflix’s mailed DVDs when they first appeared. But I didn’t think these unconventional models would upend the entire education sector the way Netflix ultimately did with entertainment. I thought they would remain small and niche. I was wrong.
The COVID crisis catapulted peripheral educational trends into the mainstream, not only creating the opportunity for new schools and spaces to emerge but, more importantly, permanently altering the way parents, teachers, and kids think about schooling and learning. The pre‑pandemic tilt toward homeschooling and microschooling has converged with five post‑pandemic trends that are profoundly reshaping American education for families and founders. Together, these trends are shifting the K–12 education sector from being an innovation laggard to an innovation leader.
The nearby microschool for homeschoolers that my children attended before COVID was one of only a sprinkling of schooling alternatives in our area. Now, it’s part of a wide, fast‑growing ecosystem of creative schooling options— both locally and nationally— representing an array of different educational philosophies and approaches. Families today are better able to find an education option that aligns with their preferences. From Maine to Miami to Missouri to Montana, the majority of the innovative schools and spaces I’ve visited have emerged since 2020, and many already have lengthy waitlists, inspiring more would‑be founders. The demand for these options will grow and accelerate over the next ten years, as will the number of homeschooling families, many of whom will be attracted to homeschooling as a direct result of these microschools and related learning models. Indeed, data from the Johns Hopkins University Homeschool Hub reveal that homeschooling numbers continued to grow during the 2023/2024 academic year compared to the prior year in 90 percent of the states that reported homeschooling data, shattering assumptions that homeschooling’s pandemic‑era rise was just a blip. Parents that otherwise wouldn’t have considered a homeschooling option will do so because homeschooling enables them to enroll at their preferred microschool or learning center.
One particularly striking and consistent theme revealed in my conversations with founders as I’ve crisscrossed the country is that their kindergarten classes are filling with students whose parents chose an unconventional education option from the start. These parents aren’t removing their child from a traditional school because of an unpleasant experience or a failure of a school to meet a child’s particular needs. They are opting out of conventional schooling from the get‑go, gravitating toward homeschooling and microschooling before their child even reaches school age. This trend is also likely to accelerate, as younger parents become even more receptive to educational innovation and change.
Today’s generation of new parents grew up with a gleeful acceptance of digital technologies and the breakthroughs they have facilitated in everything from healthcare to home entertainment. These parents see the ways in which technology and innovation enable greater personalization and efficiency, and expect these qualities in all their consumer choices. It’s no wonder, then, that parents of young children today are generally more curious about homeschooling and other schooling alternatives. They are often perplexed that traditional education seems so sluggish.
The response to COVID gave these parents license to consider other options for their children’s education. The school closures and extended remote learning during the pandemic empowered parents to take a more active role in their children’s education. That trend persists, as does the remaking of Americans’ work habits. The number of employees working remotely from home rather than at their workplace has more than tripled since 2019.
As more parents enjoy more flexibility in their work schedules, they will seek similar flexibility in their children’s learning schedules. While remote and hybrid work generally remain privileges of the so‑called “laptop class” of higher‑income employees, the growing adoption of flexible work and school arrangements is driving demand for more of these alternative learning models, including many of the ones featured in Joyful Learning that offer full‑time, affordable programming options for parents who don’t have job flexibility. Remote and hybrid work patterns are here to stay, and so is the trend toward more nimble educational models for all.
The burst of creative schooling options since 2020 is now occurring all across the United States, in small towns and big cities, in both politically progressive and conservative areas, and in states with and without school choice policies that enable education funding to follow students.
Education entrepreneurs aren’t waiting around for politicians or public policy to green‑light their ventures or provide greater financial access. They are building their schools and spaces today to meet the mounting needs of families in their communities.
That said, there is little doubt that expansive school choice policies in many states are accelerating entrepreneurial trends. Founders I talk to who are developing national networks of creative schooling options, are intentional about locating in states with generous school choice policies that enable more parents to choose these new learning models. Other entrepreneurs are moving to these states specifically so that they can open their schools in places that enable greater financial accessibility and encourage choice and variety. Jack Johnson Pannell is one example. The founder of a public charter school for boys in Baltimore, Maryland, that primarily serves low‑income students of color, Jack grew discouraged that the experimentation that defined the early charter school movement in the 1990s steadily disappeared, replaced by an emphasis on standardization and testing that can make many—but certainly not all—of today’s charter schools indistinguishable from traditional public schools. He saw in the choice‑enabled microschooling movement the opportunity for ingenuity and accessibility that was a hallmark of the charter sector’s infancy. In 2023, Jack moved to Phoenix, Arizona, to launch Trinity Arch Preparatory School for Boys, a middle school microschool that families are able to access through Arizona’s universal school choice policies.
New technologies are also accelerating the rise of innovative educational models, while making it harder to ignore the inadequacies of one‑size‑fits‑all schooling. The ability to differentiate learning, personalizing it to each student’s present competency level and preferred learning style, has never been easier or more straightforward. It no longer makes sense to say that all second graders or all seventh graders should be doing the same thing, at the same time, in the same way—and failing them if they don’t measure up.
Emerging and maturing technologies help prioritize students over schools and systems, but the widespread introduction of artificial intelligence (AI) tools, and bots like ChatGPT, will hasten this repositioning. New AI bots can act as personal tutors for students, helping them navigate through their set curriculum. The real promise, according to founders focused more on agency‑ based or learner‑directed education, is for AI tools to work for the students themselves, helping them to control their own curriculum.
“We don’t have a set pathway for our learners. It’s personalized,” said Tobin Slaven, cofounder of Acton Academy Fort Lauderdale, which he launched with his wife Martina in 2021. Part of the global Acton Academy microschool network, Tobin’s school prioritizes student‑driven education in which young people set and achieve individual goals in both academic and nonacademic areas, participate in frequent Socratic group discussions, engage in collaborative problem‑solving and shared decision‑making, and embark on their own “hero’s journey” of personal discovery and achievement.
When we spoke in 2024, Tobin had recently founded an educational technology startup building AI companion tools that act as a personal tutor, life coach, and mentor all in one. He sees AI tools like his as being instrumental in helping learners have more independence and autonomy over their learning. Rather than AI bots guiding a student through a pre‑established curriculum, Tobin thinks the truly transformative potential of AI lies in tools that help students lead their own learning—answering their own questions and pursuing their own academic and nonacademic goals.
“When I hear the visions of some other folks in the education space, their visions are very different from mine,” Tobin said, referring to many of today’s emerging AI‑enabled educational technologies. He offered the example of a device known as a jig, used often in carpentry, to further illustrate his point. “The jig tells you exactly where the curves should be, where the cut should be. It’s like a template. The template that most of the AI folks are using is traditional education. It was broken from the start. It’s a bad jig,” Tobin said.
Instead, he sees the potential of AI to help reimagine education rather than reinforce a top‑down, traditional model. He is helping to create a new and better educational jig.
The final trend that is merging with the others to transform American education is the shift away from established institutions toward newer, more decentralized ones. Some of this is undoubtedly due to emerging technologies that can disrupt entrenched power structures and lead to greater awareness of, and openness to, new ideas, but the trend goes beyond technology. Annual polling by Gallup reveals that Americans’ confidence in a variety of institutions has fallen, with their confidence in public schools at a historic low. Only 26 percent of survey respondents in 2023 indicated that they had a “Great deal/Quite a lot” of confidence in that institution. The good news is that confidence in small business remains high, topping Gallup’s list with 65 percent of Americans expressing a “Great deal/Quite a lot” of confidence in that institution in 2023. The falling favor of public schools occurring at the same time that small businesses continue to be well‑liked creates ideal conditions for today’s education entrepreneurs. Families who are dissatisfied with public schooling may be much more interested in a small school or space operating or opening within their community.
For another signal of the shift away from older, more centralized institutions toward newer, more customized options, look at what the Wall Street Journal calls the “power shift underway in the entertainment industry,” as YouTube increasingly draws viewers away from traditional television networks. Individual YouTube content creators, such as the world’s top YouTuber, MrBeast, who has some 300 million subscribers, appeal to more viewers than the legacy media networks with their more curated content. New content creators are particularly attractive to younger generational cohorts like Gen Z, who prefer decentralized, user‑generated content over traditional, top‑ down media models. Consumers today are looking for more modern, responsive, personalized products and services, especially those being developed by individual entrepreneurs who bear little resemblance to legacy institutions. This is as true in education as it is in entertainment and will be an ongoing, indefinite, and transformational trend in both sectors.
Shortly before completing this manuscript, I spoke again at the annual AERO conference, this time in Minneapolis. Gone was my measured optimism of 2019. In its place was a mountain of evidence showing how popular alternative education models have become since 2020, and how steadily that popularity continues to grow. This isn’t a pandemic- era fad or an educational niche destined for the edges. This is a diverse, decentralized, choice‑filled entrepreneurial movement that is shifting American education from standardization and stagnation toward individualization and innovation.
We are only at the very early stages of a fundamental change in how, where, what, and with whom young people learn. Over the next decade, homeschooling and microschooling numbers will continue to grow, work flexibility will trigger greater demand for schooling flexibility, expanding education choice policies will make creative schooling options more accessible to all, AI and emerging technologies will help create a new “educational jig” fit for the innovation era, and declining confidence in old institutions will enable fresh ones to arise. The future of learning is brighter than ever. Families and founders are finding freedom, happiness, and success beyond conventional schooling, inspiring the growth of today’s joyful learning models and the invention of new ones yet to be imagined.
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The number of vacancies is likely an undercount, because this number does not include substitutes or unqualified teachers who may have been hired to fill gaps.
Local news reports and job boards suggest that at least some Michigan districts are still struggling to fill open positions for the fall of 2025.
The teacher shortage is a nationwide problem, but it is especially acute in Michigan, where the number of teachers leaving teaching and the overall teacher shortage both exceed the national average. This shortage is particularly severe in urban and rural communities, which have the most underresourced schools, and in specialization areas such as science, mathematics and special education.
For more than two decades, my work at Michigan State University has centered on designing and leading effective teacher preparation programs. My research focuses on ways to attract people to teaching and keep them in the profession by helping them grow into effective classroom leaders.
Teacher shortages are the result of a combination of factors, especially low salaries, heavy workloads and a lack of ongoing professional support.
A report released last year, for example, found that Michigan teachers and teachers nationwide make about 20% less compared to those in other careers that also require a college education.
From my experience working with teachers and district leadership across the state, I know that beginning teachers – especially those in districts which have severe shortages – are often given the most challenging teaching loads. And in some districts, teachers have been forced to work without the benefit of any kind of planning time in their daily schedule.
The shortage was made much worse by the COVID-19 pandemic, which led many educators to leave the profession. Yet another culprit is the many teachers who, in Michigan as well as nationally, were hired during the 1960s and early ’70s, when school enrollments saw a massive increase, and who in the past decade have been retiring in large numbers.
One recent strategy to address the teacher shortage in Michigan has been to create nontraditional routes to teacher certification.
The idea is to prepare educators more quickly and inexpensively. A variety of agencies – from the Michigan Department of Education, state-level grants programs such as the Future Proud Michigan Educator program, as well as private foundations and businesses – have helped these programs along financially.
Even some school districts, including the Detroit Public Schools Community District, have adopted this strategy in order to certify teachers and fill vacant positions.
Other similar programs are the product of partnerships between Michigan’s intermediate school districts, community colleges and four-year colleges and universities. One example is Grand Valley State University’s Western Michigan Teacher Collaborative, which targets interested students of college age. Another is MSU’s Community Teacher Initiative, designed to attract students into teaching while they are still in high school.
Perhaps even more visible are national programs such as Teachers of Tomorrow and Teach for America. Candidates in such programs often work as full-time teachers while completing teacher training coursework with minimal oversight or support.
But simply “stuffing the pipeline” with new recruits is not enough to solve the teacher-shortage problem in Michigan.
The loss of teachers is significantly higher among individuals in nontraditional training programs and for teachers of color. This starts while they are preparing to be certified and continues for several years after certification.
The primary reasons for the higher attrition rates include a lack of awareness of the complexity of schools and schooling, the lack of effective mentoring during the certification period, and the absence of instructional and other professional guidance in the early years of teaching.
So how can teachers be encouraged to stay in the profession?
Here are a few of the things scholars have learned to improve outcomes in traditional and nontraditional preparation programs:
Temper expectations. Teaching is a critically important career, but leading individuals to believe that they can repair the damage done by a complex set of socioeconomic issues – including multigenerational poverty and lack of access to healthy and affordable food, housing, drinking water and health care – puts beginning teachers on a short road to early burnout and departure.
Give student teachers strong mentors. Working in schools helps student teachers deepen their knowledge not only of teaching but also of how schools, families and communities work together. But these experiences are useful only if they are overseen and supported by an experienced and caring educator and supported by the organization’s leadership.
Recognize the limits of online learning. Online teacher preparation programs are convenient and have their place but don’t provide student teachers with real-world experience and opportunities for guided discussion about what they see, hear and feel when working with students.
Respect the process of “becoming.” Professional support should not end when a new teacher is officially certified. Teachers, like other professionals such as nurses, doctors and lawyers, need time to develop skills throughout their careers.
Providing this support sends a powerful message: that teachers are valued members of the community. Knowing that helps them stay in their jobs.
This article is republished from The Conversation under a Creative Commons license. Read the original article.
As Australia recalibrates its approach to skilled migration and international education, one thing remains constant: the importance of trust.
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The Australian Human Rights Commission’s landmark Racism@Uni survey will appear in student and staff inboxes from August 11.
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Speak to young university students today and a picture emerges of deep concern for justice, hunger for real-world connection, and an urgent desire to belong to something bigger than themselves.
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