The Fetish for Corporatization: How Students Adopt Darwinian Neoliberalism

Document Type

Student Presentation

Presentation Date



College of Arts and Sciences


Department of Sociology

Faculty Sponsor

Dr. Arthur Scarritt


Neoliberal higher education prioritizes non-citizen job training, producing undergraduates with a narrow skill set threatening the “traditional role of higher education as a humanizing force in society, where the value of people is always a priority” (Giroux 2003). For students to meet current challenges and future needs of our society, humanistic principles must be at the core of education (Combs 1978). Measuring students’ global citizenship is gaged by their attitudes and beliefs toward environmentalism. Furthermore, examining the degree that students accept the neo-imperial agenda within neoliberal higher education is best measured by their attitudes and beliefs about pro-business military intervention and corporate labor abuses. I argue students’ awareness of their global citizenship, as evidenced by their responses to environmentalism, affects their consent to pro-business military intervention and corporate labor abuses, an aspect of the neo-imperial tradition within neoliberal higher education. Students who displayed issue-attention and individualization consented to pro-business military actions yet condemned the ethicality of those actions and were prone to believe in an extreme form of capitalism where the only employees who deserve benefits are those in danger or those who obtain a high position in the labor hierarchy.


Combs, A. W. (1978). Humanism, Education, and the Future. Educational Leadership, 35(4), 300.

Giroux, H. A. (2003). Selling Out Higher Education. Policy Futures in Education, 1(1), 179-200. doi:10.2304/pfie.2003.1.1.6

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