Introduction.

In a recent review of 182 peer-reviewed articles on US-based college and university student activism published between 2000 and 2020, Quaye et al. ([84]) identified (in addition to the history of student activism and pedagogy) three key topics articles in this themed issue address: student experiences, methods and tactics of activists, and institutional responses and contexts. Some of these studies have focused on particular groups of students: Muslim students (Ahmadi et al., [1]), Black student-athletes (Ferguson & Davis, [36]), undocumented students (Chen & Rhoads, [17]; Mendes & Chang, [72]; Muñoz, [79]), and transgender students (Goldberg et al., [43]). Hoffman and Mitchell ([49]) offer a recent case of student activists demanding equity and access for racially minoritized student populations amid a bureaucratic effort to justify space allocated to student-run cultural centers; they found that institutional responses to student activism actually "countered espoused institutional and departmental values" (p. 283). The devastating impacts of COVID-19, global climate catastrophes, economic precarity faced by the most vulnerable, and the enduring state violence Black, Latinx, Asian, and Native communities face have continued to reverberate throughout higher education, affecting students, faculty, and staff in disparate and interlocking ways. [Extracted from the article]