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In this study, we seek to understand the role of educators (faculty, staff, and administrators) in supporting identity-based student activists through a power-conscious framework. Specifically, we highlight the experiences of 17 educators who student activists identified as supportive of their work. We examine the role of identity and power in educators’ experiences and the mixed messages educators received about supporting student activists.

“You Hired Me to Do This”: Power, Identity, and Student Activist Support