Approaches treating university activism as (1) a unique instructional manifestation, and (2) as generalized attitudinal phenomena are discussed. While (1) is important for some types of analysis, (2) places university attitudes in a broader context of learned socio-political predispositions. A simple model of university support is developed and tested on samples of midwestern white and southern black college students. Bivariate analysis demonstrates that trust, efficacy, and traditional values are positively related to university support, but path analysis suggests that efficacy is only indirectly related. Elaboration of Gamson's participation theory is suggested, as well as inclusion of behavioral data to differentiate between the repudiative styles suggested by Keniston.
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Meredith W. Watts (1973) studied this question.