Boundary Crossing between Academia and Law: Understanding Researchers' Participation in Legal Cases Pertaining to Educational Equity

Autor/inn/en	Garces, Liliana M.; Hinga, Briana; Rios-Aguilar, Cecilia
Titel	Boundary Crossing between Academia and Law: Understanding Researchers' Participation in Legal Cases Pertaining to Educational Equity
Quelle	In: Journal of Higher Education, 92 (2021) 4, S.648-675 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garces, Liliana M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2020.1860648
Schlagwörter	Educational Policy; Court Litigation; Equal Education; Social Scientists; Social Science Research; Educational Research; Higher Education; School Law; Research Utilization + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Rechtsstreit; Social scientist; Sozialwissenschaftler; Social scientific research; Sozialwissenschaftliche Forschung; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Law concerning schools; Schulrecht; Forschungsumsetzung
Abstract	Social scientists' involvement with the legal system is critical for tackling inequities in education and informing legal developments in ways that are grounded in empirical realities that document the myriad ways race shapes educational opportunity and outcomes. This study examined the experiences of social scientists who have participated in legal cases pertaining to education policy and equity. Drawing from the notion of boundary crossing to conceptualize the actions and interactions these researchers are engaged in, findings illuminate policies and practices within higher education that can support and sustain the work of other boundary crossers, as well as promising approaches for reconceptualizing interactions across the systems of education research and law that can more effectively support boundary crossing in law. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01