Michelle D Young
Biographic Data
| ID | 3983277 |
|---|---|
| NAME | Michelle D Young |
| GIVEN NAMES | Michelle D |
| FAMILY NAME | Young |
| SIGNATURE | YOUNG M D |
| AFFILIATIONS | University of California, Berkeley |
| ORCID | 0000-0002-8380-9176 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 327 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 2 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
The politics of institutional neutrality
In this paper, we use critical policy analysis to examine the strategy of institutional neutrality and its relationship to the longstanding agenda of US conservatives to limit the societal and political influence of higher education within society. Specifically, we posit that policy ambiguity creates fertile ground for fear-based narratives to shape institutional meaning making and steer policy direction. As Stone, a political theorist, pointed o…
Understanding the Relationship Between Educational Leadership Preparation Program Features and Graduates’ Career Intentions
Globally, many school systems face leadership shortages and challenges in building strong principal pipelines, making career intentions to pursue school leadership a critical area of study. This study examines how key features of educational leadership preparation programs (ELPPs) influence graduates’ intentions to become school leaders. Guided by Social Cognitive Career Theory (SCCT), we analyzed data from 2994 graduates across 51 U.S.-based ELP…
Feminisms in education
Handbook of Critical Education Research
This chapter first briefly describes three examples of educational researchers’ attempts to fulfill the educational research promises Thorndike made in 1910. Then, the discussion turns to considering at least some of the reasons why, during the 20th century’s final quarter, some members of the educational research community abandoned Thorndike’s conception of educational inquiry and battled to legitimate quite different research paradigms. Third,…
Who governs? Blank spots and blind spots in state boards of education in the United States
State boards of education (SBOEs) are one of many governmental entities that reside within the larger educational policymaking sphere. With recent U.S. federal legislation devolving more authority over education to states, state-level governmental entities like SBOEs are in the spotlight perhaps now more than ever. Yet not much has been published about SBOE structures and functions, much less about their members and how they might influence educa…
A Call for Data on the Principal Pipeline
In this policy forum commentary, we call for improved national and state-level data collection and access relevant to the principal pipeline. We focus specifically on how access to quality data can inform, has informed, and is critical to policy and practice across three segments of the principal pipeline—principal preparation, licensure, and labor markets—as well as the essential issue of diversity itself and across each pipeline segment. We als…
Participatory Development Process of Two Human Dimension Intervention Programs to Foster Physical Fitness and Psychological Health and Well-Being in Wildland Firefighting
Intervention programs designed, delivered, and evaluated by and within organizations are a critical component in the promotion of employee health and well-being and in the prevention of occupational injury. Critical for transference of findings across complex occupational settings is a clearly articulated development process, a reliance on and evaluation of underlying theoretical foundations, and the inclusion of relevant outcomes emerging out of…
Do State Boards of Education Offer an Avenue for Public Voice
Digital technologies provide new opportunities for increased participation by the general public in state and federal governance. In this article, we examine opportunities for public engagement in one type of state-level governmental body: the State Board of Education (SBOE). Limited research has focused on SBOEs, particularly the extent to which these powerful policy actors are accessible to the public. Drawing on the Open Government Maturity Mo…
Developing Ethical Principles for School Leadership
The influence of values and policy vocabularies on understandings of leadership effectiveness
During the past two decades, shifting discourses have significantly altered professional expectations for educational leaders. Driven by a globalized reconfiguration of the values defining educational purpose, definitions of effective leadership, processes for evaluating them, and the very boundaries of educational policy have narrowed and distilled. Specifically, policy vocabularies focused around marketization and choice, management and surveil…
Putting critical theoretical perspectives to work in educational policy
The focus of this special issue is critical policy analysis (CPA). Although quantitative methods remain dominant in policy research and federal policy initiatives in the United States have privileg
The intellectual landscape of critical policy analysis
What counts as critical policy analysis in education? Over the past 30 years, a tightening of national educational policies can be seen in the USA and across the globe. Over this same period of time, a growing number of educational policy scholars, dissatisfied with traditional frameworks, have used critical frameworks in their analyses. Their critical educational policy work has contributed to a unique intellectual landscape within education: cr…
Ironies and Limitations of Educational Leadership for Social Justice
In this article that reviews this special issue, we identify 5 ironies and limitations of educational leadership for social justice: (a) the meaning of inclusive practice, (b) the intersection of identity and difference, (c) the emphasis given to student achievement, (d) the lack of policy and practice coherence, and (e) the separation of superheroes from critical collaborative leadership. Although we discuss each issue separately, these concepti…
Reconsidering Feminist Research in Educational Leadership
Considering (irreconcilable?) contradictions in cross-group feminist research
This article maintains that all research involves crossing (i.e., researching across difference) and then explores how scholars have approached issues of cross-group feminist research. The article is divided into three major sections. The first section explores issues of women?s diversity and their meaning for cross-group feminist research. The second investigates concerns raised with regard to contradictions inherent in this type of research. Th…
Interrogating Whiteness
Multifocal Educational Policy Research
This article emerges from a perception of educational policy studies as restrained in its theoretical and methodological tools. It is argued that because most educational policy studies take place within a traditional rationalist frame, the findings of these studies do not provide a comprehensive understanding of the policy problems being researched and, thus, should not be used as the sole basis for making educational policy. In response to this…
Coloring Epistemologies
espected scholars of color have suggested (e.g., Stanfield, 1985, 1993a, 1994), even within the pages of this journal (J. A. Banks, 1993, 1995; Gordon, Miller, & Rollock, 1990), that the epistemologies we typically use in educational research may be racially biased. They have argued that our epistemologiesl-not our use of them, but the epistemologies themselves-are racially biased ways of knowing, implicitly proposing, thus, a new category of rac…
Coloring Epistemologies
espected scholars of color have suggested (e.g., Stanfield, 1985, 1993a, 1994), even within the pages of this journal (J. A. Banks, 1993, 1995; Gordon, Miller, & Rollock, 1990), that the epistemologies we typically use in educational research may be racially biased. They have argued that our epistemologiesl-not our use of them, but the epistemologies themselves-are racially biased ways of knowing, implicitly proposing, thus, a new category of rac…
The intellectual landscape of critical policy analysis
What counts as critical policy analysis in education? Over the past 30 years, a tightening of national educational policies can be seen in the USA and across the globe. Over this same period of time, a growing number of educational policy scholars, dissatisfied with traditional frameworks, have used critical frameworks in their analyses. Their critical educational policy work has contributed to a unique intellectual landscape within education: cr…
Ironies and Limitations of Educational Leadership for Social Justice
In this article that reviews this special issue, we identify 5 ironies and limitations of educational leadership for social justice: (a) the meaning of inclusive practice, (b) the intersection of identity and difference, (c) the emphasis given to student achievement, (d) the lack of policy and practice coherence, and (e) the separation of superheroes from critical collaborative leadership. Although we discuss each issue separately, these concepti…
Multifocal Educational Policy Research
This article emerges from a perception of educational policy studies as restrained in its theoretical and methodological tools. It is argued that because most educational policy studies take place within a traditional rationalist frame, the findings of these studies do not provide a comprehensive understanding of the policy problems being researched and, thus, should not be used as the sole basis for making educational policy. In response to this…
Considering (irreconcilable?) contradictions in cross-group feminist research
This article maintains that all research involves crossing (i.e., researching across difference) and then explores how scholars have approached issues of cross-group feminist research. The article is divided into three major sections. The first section explores issues of women?s diversity and their meaning for cross-group feminist research. The second investigates concerns raised with regard to contradictions inherent in this type of research. Th…
The influence of values and policy vocabularies on understandings of leadership effectiveness
During the past two decades, shifting discourses have significantly altered professional expectations for educational leaders. Driven by a globalized reconfiguration of the values defining educational purpose, definitions of effective leadership, processes for evaluating them, and the very boundaries of educational policy have narrowed and distilled. Specifically, policy vocabularies focused around marketization and choice, management and surveil…
Do State Boards of Education Offer an Avenue for Public Voice
Digital technologies provide new opportunities for increased participation by the general public in state and federal governance. In this article, we examine opportunities for public engagement in one type of state-level governmental body: the State Board of Education (SBOE). Limited research has focused on SBOEs, particularly the extent to which these powerful policy actors are accessible to the public. Drawing on the Open Government Maturity Mo…
Putting critical theoretical perspectives to work in educational policy
The focus of this special issue is critical policy analysis (CPA). Although quantitative methods remain dominant in policy research and federal policy initiatives in the United States have privileg
A Call for Data on the Principal Pipeline
In this policy forum commentary, we call for improved national and state-level data collection and access relevant to the principal pipeline. We focus specifically on how access to quality data can inform, has informed, and is critical to policy and practice across three segments of the principal pipeline—principal preparation, licensure, and labor markets—as well as the essential issue of diversity itself and across each pipeline segment. We als…
Coloring Epistemologies
espected scholars of color have suggested (e.g., Stanfield, 1985, 1993a, 1994), even within the pages of this journal (J. A. Banks, 1993, 1995; Gordon, Miller, & Rollock, 1990), that the epistemologies we typically use in educational research may be racially biased. They have argued that our epistemologiesl-not our use of them, but the epistemologies themselves-are racially biased ways of knowing, implicitly proposing, thus, a new category of rac…
Multifocal Educational Policy Research
This article emerges from a perception of educational policy studies as restrained in its theoretical and methodological tools. It is argued that because most educational policy studies take place within a traditional rationalist frame, the findings of these studies do not provide a comprehensive understanding of the policy problems being researched and, thus, should not be used as the sole basis for making educational policy. In response to this…
Considering (irreconcilable?) contradictions in cross-group feminist research
This article maintains that all research involves crossing (i.e., researching across difference) and then explores how scholars have approached issues of cross-group feminist research. The article is divided into three major sections. The first section explores issues of women?s diversity and their meaning for cross-group feminist research. The second investigates concerns raised with regard to contradictions inherent in this type of research. Th…
Interrogating Whiteness
Reconsidering Feminist Research in Educational Leadership
The influence of values and policy vocabularies on understandings of leadership effectiveness
During the past two decades, shifting discourses have significantly altered professional expectations for educational leaders. Driven by a globalized reconfiguration of the values defining educational purpose, definitions of effective leadership, processes for evaluating them, and the very boundaries of educational policy have narrowed and distilled. Specifically, policy vocabularies focused around marketization and choice, management and surveil…
Putting critical theoretical perspectives to work in educational policy
The focus of this special issue is critical policy analysis (CPA). Although quantitative methods remain dominant in policy research and federal policy initiatives in the United States have privileg
The intellectual landscape of critical policy analysis
What counts as critical policy analysis in education? Over the past 30 years, a tightening of national educational policies can be seen in the USA and across the globe. Over this same period of time, a growing number of educational policy scholars, dissatisfied with traditional frameworks, have used critical frameworks in their analyses. Their critical educational policy work has contributed to a unique intellectual landscape within education: cr…
Ironies and Limitations of Educational Leadership for Social Justice
In this article that reviews this special issue, we identify 5 ironies and limitations of educational leadership for social justice: (a) the meaning of inclusive practice, (b) the intersection of identity and difference, (c) the emphasis given to student achievement, (d) the lack of policy and practice coherence, and (e) the separation of superheroes from critical collaborative leadership. Although we discuss each issue separately, these concepti…
Developing Ethical Principles for School Leadership
Participatory Development Process of Two Human Dimension Intervention Programs to Foster Physical Fitness and Psychological Health and Well-Being in Wildland Firefighting
Intervention programs designed, delivered, and evaluated by and within organizations are a critical component in the promotion of employee health and well-being and in the prevention of occupational injury. Critical for transference of findings across complex occupational settings is a clearly articulated development process, a reliance on and evaluation of underlying theoretical foundations, and the inclusion of relevant outcomes emerging out of…
Do State Boards of Education Offer an Avenue for Public Voice
Digital technologies provide new opportunities for increased participation by the general public in state and federal governance. In this article, we examine opportunities for public engagement in one type of state-level governmental body: the State Board of Education (SBOE). Limited research has focused on SBOEs, particularly the extent to which these powerful policy actors are accessible to the public. Drawing on the Open Government Maturity Mo…
Who governs? Blank spots and blind spots in state boards of education in the United States
State boards of education (SBOEs) are one of many governmental entities that reside within the larger educational policymaking sphere. With recent U.S. federal legislation devolving more authority over education to states, state-level governmental entities like SBOEs are in the spotlight perhaps now more than ever. Yet not much has been published about SBOE structures and functions, much less about their members and how they might influence educa…
A Call for Data on the Principal Pipeline
In this policy forum commentary, we call for improved national and state-level data collection and access relevant to the principal pipeline. We focus specifically on how access to quality data can inform, has informed, and is critical to policy and practice across three segments of the principal pipeline—principal preparation, licensure, and labor markets—as well as the essential issue of diversity itself and across each pipeline segment. We als…
Handbook of Critical Education Research
This chapter first briefly describes three examples of educational researchers’ attempts to fulfill the educational research promises Thorndike made in 1910. Then, the discussion turns to considering at least some of the reasons why, during the 20th century’s final quarter, some members of the educational research community abandoned Thorndike’s conception of educational inquiry and battled to legitimate quite different research paradigms. Third,…
The politics of institutional neutrality
In this paper, we use critical policy analysis to examine the strategy of institutional neutrality and its relationship to the longstanding agenda of US conservatives to limit the societal and political influence of higher education within society. Specifically, we posit that policy ambiguity creates fertile ground for fear-based narratives to shape institutional meaning making and steer policy direction. As Stone, a political theorist, pointed o…
Understanding the Relationship Between Educational Leadership Preparation Program Features and Graduates’ Career Intentions
Globally, many school systems face leadership shortages and challenges in building strong principal pipelines, making career intentions to pursue school leadership a critical area of study. This study examines how key features of educational leadership preparation programs (ELPPs) influence graduates’ intentions to become school leaders. Guided by Social Cognitive Career Theory (SCCT), we analyzed data from 2994 graduates across 51 U.S.-based ELP…
Feminisms in education
Sociology (16 works) · Political science (12 works) · Pedagogy (8 works) · Psychology (8 works) · Law (6 works) · Epistemology (5 works) · Law (5 works) · Public Administration (5 works) · Public relations (5 works) · Teacher Education and Leadership Studies (5 works)