Stories of Cancellation: A Narrative Inquiry into the Experiences of Student Political Leaders Amid Online Backlash and Public Accountability
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Abstract
The rise of social media has transformed student leadership by increasing opportunities for engagement while simultaneously exposing student leaders to heightened public scrutiny and criticism. This study explored the experiences of student political leaders who faced online backlash and public criticism and examined the strategies they employed in responding to these challenges. Guided by a qualitative narrative inquiry approach, the study involved sixteen student political leaders from higher education institutions across the Zamboanga Peninsula, Philippines, who had experienced significant online criticism during their leadership tenure. Data were collected through semi-structured interviews and analyzed using narrative analysis. The findings revealed that participants experienced emotional shock and panic, constant online surveillance, withdrawal of political support, personal and professional consequences, distrust among peers, and academic disruption. In response to these experiences, participants employed various coping and communication strategies, including digital disconnection, issuing formal public statements, seeking institutional support, seeking peer validation, choosing strategic silence, and accepting criticism while implementing corrective actions. The study highlights that online backlash extends beyond digital spaces and significantly influences leaders’ well-being, relationships, academic performance, and leadership practices. Furthermore, the findings demonstrate that student leaders actively navigate public criticism through adaptive communication and accountability strategies. The study contributes to the growing scholarship on digital communication, leadership, and public accountability by providing deeper insights into the lived realities of student leaders operating within highly visible and increasingly interconnected digital environments....
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