Shaping Educational Policy through the Courts: The Use of Social Science Research in "Amicus" Briefs in "Fisher I"

Autor/inn/en	Horn, Catherine L.; Marin, Patricia; Garces, Liliana M.; Miksch, Karen; Yun, John T.
Titel	Shaping Educational Policy through the Courts: The Use of Social Science Research in "Amicus" Briefs in "Fisher I"
Quelle	In: Educational Policy, 34 (2020) 3, S.449-476 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904818773902
Schlagwörter	Educational Policy; Policy Formation; Court Litigation; Social Science Research; Federal Courts; Affirmative Action; Advocacy; Organizations (Groups); Decision Making; Research Design; Peer Evaluation; Geographic Location; State Universities; Constitutional Law; School Policy; Admission Criteria; Race; Texas (Austin) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politische Betätigung; Rechtsstreit; Social scientific research; Sozialwissenschaftliche Forschung; Bundesgerichtshof; Sozialanwaltschaft; Decision-making; Entscheidungsfindung; Forschungsdesign; Staatliche Universität; Staatsrecht; Schulpolitik; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Rasse; Abstammung
Abstract	Different from more traditional policy-making avenues, the courts provide an antipolitical arena that does not require broad agreement from various constituents for policy enactment. Seeking to guide court decisions on these policy issues, individuals and organizations have filed "amicus" briefs that increasingly include social science to support their arguments. The "Fisher v. University of Texas" at Austin Supreme Court case presents an ideal example to study the use of social science evidence in "amicus" briefs to shape educational policy. Findings from this study identify differences in the use of social science research that suggest many ways in which our current understanding of the efforts of actors to shape educational policy via the highest court in the nation is incomplete. This study also highlights why developing this understanding could be extremely useful to both the creation of educational policy and the use of antipolitical approaches to change such policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01