The Need for Educational Research Engagement With Courts, Public Policy, and Practice in a Post- Dobbs Era

Dados Bibliográficos

ID9734967
AutoresRaquel Muñiz (0000-0002-9052-3969, Boston College, Chestnut Hill, MA, autor correspondente)
Ano2024
Volume53
Fascículo1
Páginas59-65
Data de publicação2024-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x231209969
OpenAlexW4388728012
IdiomaEN
Citações recebidas2
Referências citadas33

In Dobbs v. Jackson Women’s Health Organization (2022), the U.S. Supreme Court overturned decades of precedent regarding the federal right to an abortion for people who can carry pregnancies. This case has substantial significance for the education field, directly affecting school- and college-age marginalized students who can carry pregnancies. In this essay, I argue that Dobbs and subsequent policies have created a significant need for educational research to inform courts, public policy, and practice to improve social and educational structural support for marginalized students who can carry pregnancies in a post- Dobbs era. This need is because Dobbs and subsequent policies have significantly diminished reproductive justice, and reproductive justice is intricately tied to marginalized students’ ability to fully engage in their education. Timely educational research is critical to address the systemic inequities that Dobbs and related policies have exacerbated and reified

Abortion · Criminology · Economic Justice · Political science · Public policy · Public relations · Reproductive justice · Sociology · Supreme court · Healthcare Policy and Management · Law · Primary Care and Health Outcomes · Reproductive Health and Contraception