The Bind of Unilateral Power Dynamics and Youth Voice in School Politics

Abstract

Research has shown the value of including youth, especially minoritized students, in school- and district-level educational decision-making. However, power dynamics, as related to adultism, along with other inequities, are barriers to youth’s political influence. We elucidate these barriers by exploring the possible relationship between adult-adult power dynamics, on one hand, and levels of student voice in schools, on the other. Interviews with teachers and administrators about youth voice initiatives indicated that bounded rationality illuminates how limiting access to knowledge, a form of power, can impact educator decision-making. In addition, bounded rationality bolsters unilateral power structures and therefore curtails youth voice. However, we also found that building relational power between teachers and students and maneuvering beyond bounded rationality increases opportunities for youth voice.

Where are the Coconspirators?: Examining Performative Youth Allyship and Opposition by Educational Leaders in K-12 Schools

“…In previous research (Domínguez et al, 2021), we recommended for practitioners to conduct a power analysis when examining the decision-making processes of teachers, especially as related to promoting student agency, because teacher voice can serve as an indicator and pathway for student voice. Building off of this, we recommend evaluating the effectiveness or success of youth voice initiatives and programs based on our typology of adult responses to gauge the degree to which adults voice and/or demonstrate support or opposition, and the degree to which their behaviors and actions align with their utterances.…”

“…In addition, there may be performative aspects of adults' engagement with youth leaders and activists, as some research suggests (Bertrand et al, 2019;Clay & Turner, 2021). Though scholars acknowledge the importance of youth voice in educational decision making to shape K-12 school policies and practices (Domínguez et al, 2021;Lac & Fine, 2018;Ishimaru, 2019;Mansfield et al, 2012;Mitra, 2005), there are still challenges that prevent adults from working alongside youth authentically and equitably. Plenty of research highlights adult opposition and doubt in response to youth voice (Conner & Rosen, 2015;Domínguez & Casanova, 2023;Lac & Fine, 2018;Negrón-Gonzales, 2017); however, less research explores how education leaders may perform allyship with/towards youth.…”