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.

摘要

社会科学家参与法律制度对于解决教育中的不平等现象和以法律现实为基础告知法制发展至关重要，这些事实以经验事实为基础，这些现实事实证明了种族塑造教育机会和结果的无数方式。这项研究考察了参与与教育政策和公平有关的法律案件的社会科学家的经验。从跨越边界的概念出发，将这些研究人员所从事的行为和相互作用概念化，研究结果阐明了高等教育中可以支持和维持其他跨越边界工作的政策和实践，以及在整个系统中重新构想相互作用的有前途的方法可以更有效地支持法律界线的教育研究和法律。