Passion and policy: How Student Affairs Educators navigate their roles in the face of legislative restrictions

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Robert Bradley Johnson, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The ability to work with and advocate for students is one of the primary reasons many student affairs educators choose to enter the profession. But as Parnell and Dunlap acknowledge, student affairs educators sometimes face challenges in their work when they must uphold state and federal laws and regulations while simultaneously serving as advocates for targeted and marginalized students on their campuses. Values such as altruism, equality, aesthetics, freedom, human dignity, justice, truth,1 and community2 have been identified by student affairs educators as foundational to their work. These values are sometimes challenged when legislative policies and actions impose restrictions on how students are supported on campus, threatening the sense of equity, safety, and civility upon which collegial communities are built.

Additional Information

P. M. Magolda, M. B. Baxter-Magolda, and R. Carducci (Eds.), Contested Issues in Troubled Times: Student Affairs Dialogues on Equity, Civility, and Safety (pp. 274-281). Sterling, VA: Stylus
Language: English
Date: 2019
public policy advocacy, inclusive education, student affairs educators, higher education

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