Relevant bibliographies by topics / Student advocacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student advocacy'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Student advocacy"

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Wodika, Alicia B., and Wendi K. Middleton. "Climate change advocacy: exploring links between student empowerment and civic engagement." International Journal of Sustainability in Higher Education 21, no. 6 (2020): 1209–31. http://dx.doi.org/10.1108/ijshe-03-2020-0091.

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Purpose This study identified the attitudes and behaviors of college students regarding their advocacy for climate change adaptation and mitigation. Specifically, perceptions of climate change were assessed and advocacy activities were identified for climate change and/or other topics. Design/methodology/approach Using convenience sampling, students (n = 440) from three universities in the Midwest, the USA, completed surveys assessing their level of agreement with activities related to civic engagement, climate change and policy. Semantic differential scales focused on “learning about climate
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Gazarian, Priscilla K., Lauren M. Fernberg, and Kelly D. Sheehan. "Effectiveness of narrative pedagogy in developing student nurses’ advocacy role." Nursing Ethics 23, no. 2 (2014): 132–41. http://dx.doi.org/10.1177/0969733014557718.

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Background: The literature and research on nursing ethics and advocacy has shown that generally very few nurses and other clinicians will speak up about an issue they have witnessed regarding a patient advocacy concern and that often advocacy in nursing is not learned until after students have graduated and begun working. Objective: To evaluate the effectiveness of narrative pedagogy on the development of advocacy in student nurses, as measured by the Protective Nursing Advocacy Scale. Design: We tested the hypothesis that use of a narrative pedagogy assignment related to ethics would improve
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Galemore, Cynthia A. "State-level Collaborations Among School Nurse Organizations: A Year in Review." NASN School Nurse 32, no. 4 (2017): 228–34. http://dx.doi.org/10.1177/1942602x17712021.

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The passage of the Every Student Succeeds Act provides an impetus for school nurse organizations to advocate for student health and climate goals at the state level. Collaboration between state agencies and associations is a starting point for advocacy. Advocacy also includes legislative involvement. This article explores state advocacy and collaboration efforts among school nurse organizations over the past year identifying common themes, with a focus on Every Student Succeeds Act involvement, as well as listing unique activities by state.
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Atnan, Nur. "STRATEGI KOMUNIKASI DALAM ADVOKASI HASIL PENELITIAN (Studi : Mahasiswa Klinik Hukum Anti Korupsi Fakultas Hukum UNPAD)." KANAL: Jurnal Ilmu Komunikasi 3, no. 2 (2016): 147. http://dx.doi.org/10.21070/kanal.v3i2.305.

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This study aims to identify and analyze the preparation phase before a student advocate research results (pre-advocacy research), activities during the students deliver research results to the agency (advocacy research result), as well as post-delivery activities of the research results at the agency (post-advocacy research results). This study used a qualitative method. A qualitative approach through interviews and researcher are involved in every student advocacy activities. The results showed that the main component in the communication strategy for the Anti Corruption Legal Clinic Students
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Gormley, Jenny M. "School Nurse Advocacy for Student Health, Safety, and School Attendance: Impact of an Educational Activity." Journal of School Nursing 35, no. 6 (2018): 401–11. http://dx.doi.org/10.1177/1059840518814294.

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School nurses are expected to advocate for policies and procedures that support student health, safety, and school attendance. An educational activity to improve school nurse advocacy was developed and implemented based on advocacy literature, self-efficacy theory, and continuing education guidelines. A quantitative, repeated measure descriptive project design was used to compare school nurses’ advocacy measures before and following an educational activity and 6 weeks after the activity. Immediately after the education, there were significant increases in advocacy knowledge ( p < .001), con
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Polovoy, Carol. "States Model Student Advocacy." ASHA Leader 15, no. 14 (2010): 26–27. http://dx.doi.org/10.1044/leader.an2.15142010.26.

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Sherrie, Lee. "Peer Support for International Doctoral Students in Managing Supervision Relationships." Journal of International Students 7, no. 4 (2017): 1096–103. https://doi.org/10.5281/zenodo.1035971.

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<em>Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author&rsquo;s personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer s
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Hardin-Fanning, Frances D., Kimberly Hartson, Galloway Lynette, Rebecca Gesler, and Nancy Kern. "Socioecological Analysis of a Nursing Advocacy Skills-Building Activity." Journal of Nursing Education 62, no. 9 (2023): 509–15. http://dx.doi.org/10.3928/01484834-20230712-07.

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Background: Advocacy is an expectation of the nursing profession. Nursing curricula should include opportunities for advocacy skills building at multiple levels of potential effect. Analyses of student performances during these advocacy exercises provide insight into how well students understand the multifactorial nature of most public health issues. Method: A socioecological model was used to evaluate nursing students' advocacy responses to food-insecurity scenarios during a guided online discussion activity aimed at advocacy skills building. Results: Student recommendations were categorized
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Conrad, Eric J., Mikaela Becker, Elizabeth Brandley, Emilie Saksvig, and Jen Nickelson. "Advocacy and Public Policy Perceptions and Involvement of College Health Promotion Students." Health Promotion Practice 20, no. 5 (2019): 730–41. http://dx.doi.org/10.1177/1524839919837619.

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Understanding the advocacy and public policy training needs of our future health promotion workforce is crucial if we are to prepare them to meet their professional responsibilities. The purpose of this study was to examine health promotion students’ advocacy/public policy involvement, training, and perceptions. Electronic surveys were disseminated nationwide to college students in health education and closely related programs. Of 477 student respondents, the most frequently indicated advocacy/public policy activity engaged in was voting (56%). The greatest benefit to advocacy was indicated as
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Miller, Claire C., Min Xiao, Dillon J. Lay, Sierrah N. Miley, Nathan L. Vanderford, and Melinda J. Ickes. "The Impact of a Virtual Tobacco Prevention and Advocacy Training Among Youth in Appalachian Kentucky Communities." Tobacco Use Insights 16 (February 20, 2023): 1179173X2211507. http://dx.doi.org/10.1177/1179173x221150747.

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BACKGROUND Engaging youth is an important component of comprehensive tobacco control programs. PURPOSE: This paper describes the impact of a virtual tobacco prevention training program to encourage and prepare youth in Appalachia to support tobacco prevention policies, to strengthen interpersonal confidence to address tobacco use within their communities and enhance advocacy self-efficacy for tobacco control. METHODS: A two-part evidence-informed peer-led tobacco prevention and advocacy training was implemented among 16 high school students from Appalachian counties in Kentucky. The initial tr
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Dissertations / Theses on the topic "Student advocacy"

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Dean, Jennifer Kaye. "Quantifying Social Justice Advocacy Competency: Development of the Social Justice Advocacy Scale." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/40.

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Social justice advocacy has been a force throughout the history of Counseling Psychology and has been described as more critical to the field than any other time in its long history (Toporek & McNally, 2006). Accordingly, in 2002, the American Counseling Association endorsed the Advocacy Competencies in an effort to advance the status of social advocacy by defining competency for counselors engaged in social advocacy (Lewis, Arnold, House, & Toporek, 2002). However, at the writing of this article, these competencies had not yet been operationalized. Therefore, a comprehensive review of the mul
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Snyder, Rene Michelle. "Student advocacy: A case study examining a high school mentoring program for students at risk." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187357.

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This study investigated the perceived effectiveness of a mentoring program known as the Student Advocacy Program for at-risk students at a selected high school. Case study methodology was used to explore, describe, and analyze the perceptions of students, parents, and volunteer staff members participating in the program. The following questions guided the study: What components of the Student Advocacy Program positively impact the school lives of at risk students? What factors do students, their parents, and their advocates perceive as contributing to the success of the Student Advocacy Progra
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Balint, Langel Orsolya Kinga. "Evaluating the effects of the self-advocacy strategy on student participation in educational meetings for middle school students with disabilities." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6049.

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This study examined the effects of the Self-Advocacy Strategy delivered via the CD (i.e., SACD) on self-advocacy skills of fifteen middle school students with mild and moderate disabilities. A pre-/and posttest experimental design with random assignment to treatment or wait-list control groups was employed to investigate changes in student participation and level of self-determination post-intervention. The SACD instruction addressed essential self-advocacy skills, including knowledge of self and communication. Results showed significant differences in favor of the treatment group when compare
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Fuerth, Katherine M. "Resiliency in Academically Successful Latina Doctoral Students: Implications for Advocacy." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002763.

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Goldsmith, SaDohl Kisha. "An exploration of school counselors' self-efficacy for advocacy of gifted students." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2707.

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Current research suggests that gifted students possess a unique set of characteristics that require unique skills and knowledge to address properly. School counselors are in a position to address the unique needs of gifted students provided they have the knowledge required for effective interaction. School counselors are called to provide multiple services for all students in the school setting; among those services are to advocate for student needs as well as to maintain a level of knowledge that will facilitate effective advocacy. Although the current literature suggests that school counselo
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Simons, Jack D., Matthew J. Beck, Nancy R. Asplund, Christian D. Chan, and Rebekah J. Byrd. "Advocacy for Gender Minority Students: Recommendations for Professional School Counsellors." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2599.

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Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success
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Costis, Patricia. "Seeing The Paradigm: Education Professionals' Advocacy for The Gifted Student with Autism Spectrum Disorder." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1463428512.

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Meeting the needs of the gifted student with autism spectrum disorder (ASD) requires addressing both conditions. Education professionals are in a unique position to begin this process by referring the student to school specialists for evaluation. However, diagnostic confusion surrounding autism, misconceptions about special education, varying conceptions of giftedness, and overlapping behaviors of giftedness and ASD can inhibit education professionals’ ability to recognize unique behaviors of gifted students with ASD, and make appropriate referrals, placing the student at academic risk. Autism
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Simons, Jack D., Matthew J. Beck, Nancy R. Asplund, Christian D. Chang, and Rebekah Byrd. "Advocacy for Gender Minority Students: Recommendations for Professional School Counsellors." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5814.

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Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success.
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Jeon, Moo Kyong. "Advocacy competencies of rehabilitation counselor trainees in core-accredited rehabilitation counselor education programs." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1341.

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The purpose of this study was to investigate how well rehabilitation counselor trainees in CORE accredited rehabilitation counseling programs are prepared to advocate clients. In order to seek an answer to this research question, this study (a) measured the rehabilitation counselor trainees' self-reported preparedness to advocate for their clients, (b) assessed the rehabilitation counselor educators' perceptions of their students' preparedness to advocate for their clients, (c) explored the relationship between rehabilitation counselor trainees' self-reported preparedness to advocate for their
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Broussard, William James. "One Foot In: Student-Athlete Advocacy and Social Movement Rhetoric in the Margins of American College Athletics." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195290.

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In "One Foot In: Student-Athlete Advocacy and Social Movement Rhetoric in the Margins of American College Athletics," the author explores student-athlete advocacy of black male student-athletes in revenue generating sports and educational and cultural reforms to NCAA policies and bylaws over approximately two decades (1985-2006). The author examines non-profit organizations--Black Coaches Association, Drake Group, Institute for Diversity and Ethics and Sport, and Knight Commission on Intercollegiate Athletics--who pressured the NCAA to enact measures to restore order and balance to American c
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Books on the topic "Student advocacy"

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Murillo, Jr., Enrique G., and Sharon Velarde Pierce. Advocacy and Policy Change for Undocumented Student Success. Routledge, 2024. https://doi.org/10.4324/9781003542001.

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Academy, National Fire, ed. Prevention and mitigation advocacy for small department responders: Student manual. Federal Emergency Management Agency, U.S. Fire Administration, National Fire Academy, 2001.

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Academy, National Fire, ed. Prevention and mitigation advocacy for small department responders: Student manual. Federal Emergency Management Agency, U.S. Fire Administration, National Fire Academy, 2001.

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MA) David Project Center for Jewish Leadership (Boston. The Arab-Israeli conflict: From understansing to advocacy : student workbook. Avi Chai, 2008.

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Taylor, Mattis, ed. The moot court book: A student guide to appellate advocacy. 3rd ed. Michie Co., 1994.

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Rachelle, Pérusse, and Goodnough Gary E, eds. Leadership, advocacy, and direct service strategies for professional school counselors. Thomson, Brooks/Cole, 2004.

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Chang, Catherine. Professional counseling excellence through leadership and advocacy. Routledge, 2012.

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National, Institute on Trademark Trial Advocacy (1986 Cambridge Mass ). National institute trademark trial advocacy: Student manual : Sunday-Tuesday, November 9-11, 1986, Cambridge Hyatt Hotel, Cambridge, Massachusetts. American Bar Association, Division of Professional Education, 1986.

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Sherrod, Lonnie R. Youth activism: An international encyclopedia. Edited by Sherrod Lonnie R. Greenwood Press, 2005.

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1959-, Whitmore Kathryn F., ed. Literacy and advocacy in adolescent family, gang, school, and juvenile court communities: CRIP 4 life. Lawrence Erlbaum Associates, 2006.

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Book chapters on the topic "Student advocacy"

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Yarbrough, Jeffrey D. "Student Advocacy." In Redefining School Safety and Policing. Routledge, 2023. http://dx.doi.org/10.4324/9781003224457-13.

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Patterson, Marcus. "Advocating for Student Advocacy." In The Portable Mentor. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0099-5_18.

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Linville, Heather A. "Advocacy for Student and Teacher Empowerment." In Contemporary Foundations for Teaching English as an Additional Language. Routledge, 2020. http://dx.doi.org/10.4324/9780429398612-39.

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Simpson, Denise Balfour, and Akirah J. Bradley. "Student Concerns, Advocacy, Support … and You!" In Keep Calm and Call the Dean of Students. Routledge, 2023. http://dx.doi.org/10.4324/9781003445524-4.

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Weinshel, Seth, Andrew Sonn, Robert Snyder, Timothy Kane, Kristen Franklin, and Chantal (Champaloux) Mosellen. "Student Advocacy, Campus Consensus, and Evaluation." In Trans* Policies & Experiences in Housing & Residence Life. Routledge, 2023. http://dx.doi.org/10.4324/9781003448266-3.

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Hines, Kiara, and Megan Pugh. "The Importance of Self-Advocacy." In The Black Professional Guide to College Student Affairs. Routledge, 2024. http://dx.doi.org/10.4324/9781003443278-11.

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Daire, Andrew P. "Creating the Research Pipeline Through Mentorship and Self-Advocacy." In From Student to Scholar. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42081-9_13.

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Beaudrie, Sara M., and Sergio Loza. "Heritage language program promotion and student advocacy." In Heritage Language Program Direction. Routledge, 2023. http://dx.doi.org/10.4324/9781003257271-5.

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Weinfeld, Rich, and Michelle Davis. "What Does an Advocate Do to Ensure Effective Implementation and Evaluate Efficacy of Individual Student Plans?" In Special Needs Advocacy Resource Book. Routledge, 2021. http://dx.doi.org/10.4324/9781003238140-12.

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Murillo, Enrique G., and Sharon Velarde Pierce. "Introduction to Section I." In Advocacy and Policy Change for Undocumented Student Success. Routledge, 2024. https://doi.org/10.4324/9781003542001-2.

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Conference papers on the topic "Student advocacy"

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Kissova, Olga, and Jiri Tendler. "EMPOWERING UNIVERSITY LEARNERS: UNLEASHING THE POTENTIAL OF ESP THROUGH THE 7CS FRAMEWORK." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/53.

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The article explores how the 7Cs framework, a student-centric approach and a new learning paradigm, can foster language proficiency, cultural understanding, and interdisciplinary collaboration in professional English learning among university students in English for Specific Purposes (ESP). In this study, the �JobLab approach� was used to simulate real-world tasks tailored to the specific needs of graduates, meeting the demands of the 21st century. The approach�s seven key elements, content, context, communication, collaboration, creativity, critical thinking, and culture, were seamlessly inte
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Mohler, Richard. "Bottom-Up, Top-Down, and the Messy Reality of the In-Between." In AIA/ACSA Intersections Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.aia.inter.19.9.

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"This paper reflects my recent five-year experience as a practicing architect, educator and advocate embedded in the contentious fray of public discourse regarding housing and land use policy in Seattle. During this period I testified before city council regarding proposed housing-focused land use legislation, presented my analysis of that policy in professional and community forums, published opinion pieces in the Seattle Times, coordinated the housing advocacy efforts of AIA Seattle, conducted graduate-level design studios focused on the topic at the University of Washington, and presented t
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Adam, Kelli. "Enhancing Student Communication Skills Through Constructionist Learning and Authentic Advocacy." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2111349.

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Gardeazabal Penuela, Luis Francisco, and Tanya Mackay. "UNIVERSITY OF SOUTH AUSTRALIA STUDENT UNION (USASA) ADVOCACY INTERNSHIP PROGRAM: STUDENT PARTNERSHIP IN ACTION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1379.

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King, Nicole. "Community Engagement to Multilingual Student Advocacy: Language Teacher Candidates Becoming Language Teachers and Student Advocates." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2108137.

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Arifin Nasution, Muhammad, and Rudy Salam Sinaga. "Political Model Student Movement In North Sumatera Doing In Local Government Policy Advocacy." In 2nd International Conference on Social and Political Development (ICOSOP 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icosop-17.2018.4.

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Brause, Caryn. "Teaching Industry Disruption: Studying LBC Projects to Develop Carbon Positive Knowledge, Behaviors, & Advocacy." In 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.9.

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The urgency of addressing climate change challenges architectural educators to employ methods for cultivating stewardship and advocacy in emerging designers by integrating a broad array of performance domains into the curriculum. This study contributes to the literature on teaching with case-based pedagogical methods by analyzing deliverables from an applied professional practice course studying Living Buildings, which are designed to meet the most stringent certifications and rating systems developed by the Architecture, Engineering, Construction, and Owner (AECO) community. Voices from the F
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Collins, Pauline Therese. "The Benefits of an action reflective assessment using role-plays in teaching mediation." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9192.

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Introducing action reflection learning into a law course to instil life-long learner skills and enable students to adapt to a new style of lawyering is essential if 21st Century lawyer needs are to be met. The paper describes the assessment, and the use of active reflective learning in a mediation course taught in an Australian law school. The benefits of such learning are described with specific attention to law teaching. Student reflections indicate the notable difference this teaching method had for their learning and development of a conflict resolution advocacy style.
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Watson-Vandiver, Marcia. "Using Black Student Voices as Advocacy: Reimagining Equitable Education and Cultivating Dismantled Systems of Power." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1881537.

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Charitonidou, Marianna. "Revisiting Civic Architecture and Advocacy Planning in the US & Italy: Urban Planning as Commoning and New Theoretical Frameworks." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.61.

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Under the headers of ‘advocacy planning’, ‘collaboration’, ‘participatory design’, ‘co-production’, ‘commoning’ and ‘negotiated planning’, participation is, nowadays, at the centre of the debate on urban design. Architects and urban designers are developing new concepts, tools and roles to comply with these new participatory modii operandi. The participatory concern in the urban design process has not only a long history in practice but also in urban design education. Various experimental initiatives with participation emerged in the domain of architectural pedagogy in the late sixties, often
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Reports on the topic "Student advocacy"

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Lavadenz, Magaly, Linda R. G. Kaminski, and Elvira G. Armas. California’s Treasures: Supporting Superdiverse Youth through Research, Policy and Practice. Center for Equity for English Learners, 2025. https://doi.org/10.15365/ceel.policy.16.

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This research and policy brief provides an overview of the Center for Equity for English Learner’s Superdiverse Adolescent Multilingual Learners Resource Guide. The publication follows the Global California 2030 call to recognize and promote the home languages and cultures of English Learners as valuable resources to increase multilingualism within the state. The term “Superdiverse” is used to acknowledge the many facets of diversity that make up the identities of English/Multilingual Learners in addition to the breadth of linguistic diversity encompassed within their language journeys. Twenty
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMIS
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Biswas, Anik, and Wahid bin Ahsan. Innovative Teaching and Student Engagement in Bangladesh: Policy Implications. Userhub, 2023. http://dx.doi.org/10.58947/hlbr-qvzm.

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This qualitative case study investigates teaching practices and student engagement in government primary schools in southwestern Bangladesh, focusing on classes 1 to 3. Employing in-depth interviews with 14 teachers, students, and parents, the study reveals the limitations of traditional teaching methods and highlights the efficacy of innovative, participatory approaches in enhancing student engagement. Key challenges, such as inconsistent electricity supply and inadequate teacher training, impede the effective integration of technology and innovative pedagogy, particularly in rural settings.
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Johnson, Mark, John Wachen, and Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, 2020. http://dx.doi.org/10.51420/conf.2020.1.

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From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the
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Hill, Braden. Unseen inequities: The role of leadership in addressing structural barriers to education in Australian universities. Journal of the Australian and New Zealand Student Services Association, 2023. http://dx.doi.org/10.30688/janzssa.2023-1-05.

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The lack of diversity in leadership positions within the Australian university sector has been a persistent issue, with predominantly older, white, male leaders holding power and shaping the future of higher education. While student demographics have become more diverse, the leadership of academic institutions has not kept pace with these changes. Therefore, as student expectations and attitudes change, university communities are encouraged to (re)consider their commitment to proactively addressing the structural inequalities that continue to impact the journeys of the students we seek to serv
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Huang, Ying-Syuan (Elaine), Philip Vaughter, and Jonghwi Park. Bridging the Governance Gap: Protecting the Education Rights of Climate Displaced Persons in South and Southeast Asia. United Nations University Institute for the Advanced Study of Sustainability, 2023. http://dx.doi.org/10.53326/nkag9285.

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South Asia is particularly vulnerable to natural disasters, with millions of displacements recorded every year. Yet issues of climate-induced displacement and migration remain underrepresented in policy discourse, advocacy, and research. As a result, students in disaster-prone areas are often kept out of school during and after disasters. This policy brief highlights the common governance gaps in protecting the right to education for displaced persons in South and Southeast Asia, and provides policy recommendations for addressing them.
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Dietrich, Amelia, ed. The Changing Needs and Realities of Current and Future International Educators. The Forum on Education Abroad, 2023. http://dx.doi.org/10.36366/wp.tcnarocafie07052023.

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This white paper explores the current state of the education abroad workforce and the trends that are shaping its future. We examine the challenges and opportunities facing education abroad professionals and discuss how they can adapt, regardless of level or responsibility, to meet the changing needs of students, employers, and staff. We also hope this white paper serves as a resource and motivation for advocacy for education abroad professionals, as well as inspiration for further collaborative thinking and research around issues of importance to our resilient and rapidly evolving field.
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Lane, Stevie, and Casey Thomas. Beyond Inclusion: Developing Guidelines to Support Trans, Gender Diverse and Non-Binary Communities. Journal of the Australian and New Zealand Student Services Association, 2023. http://dx.doi.org/10.30688/janzssa.2023-2-03.

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In early 2020, Edith Cowan University (ECU) identified the need for a proactive approach to supporting and affirming trans, gender diverse, and non-binary (TGDNB) students, staff, alumni, and the wider community. While there was general support and focus on LGBTIQA+ initiatives broadly at ECU, there were no existing supports to address the unique needs and raise awareness of the experiences of TGDNB people. This paper outlines ECU’s process to develop TGDNB Support Guidelines, including research, forming a working group to drive resource development, consultation from different areas within th
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Thei
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Woodruffe, Paul. Suburban Interventions: Understanding the Values of Place and Belonging Through Collaboration. Unitec ePress, 2012. http://dx.doi.org/10.34074/ocds.12012.

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How can a socially defined project facilitate meaningful knowledge transfer between community, corporate and institution? In order to address this question, this paper focuses on an ongoing live project in suburban Auckland New Zealand begun in 2010, undertaken by a post-graduate student and researcher collective. The collective currently creates subtle interventions sited within local cyberspace, and through this current project will employ impermanent and small-scale design to advocate for a series of neglected and disputed sites. It explores the impact and value the presence of artists and
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