The Association for the Study of Higher Education (ASHE) gathered academics, policy experts, and practitioners at its conference in Minneapolis (MN) this past November. The conference’s theme, “I Am a
Scholar,” encouraged participants to dismantle the constructed hierarchies about who is considered a “scholar” and to reflect upon what makes ASHE a scholarly community.
The ASHE Conference brought together scholars from many institutions, identities, and areas of the world. Take a look at what I learned from this talented group!
Messaging Higher Ed to Legislators Can be Hard!
Advocates and agencies in many states propose college access and success programs that need legislators' approval and financial support. You might have gone through this process before! Have you ever thought about the conversations that occur among state
policymakers when they debate a policy proposal? How do they talk about the deservingness of the students who would be affected by such proposals? A conversation I had with scholars studying these questions uncovered the dehumanizing language policymakers
sometimes use to talk about certain groups of students (e.g., “a waste of taxpayer dollars”). The scholars also found that research and data about policies and programs that could support systemically excluded and under-supported students are often
contradicted with one-off, personal anecdotes from policymakers.
The scholars identified the concept of positive deservingness, which is the idea that no one deserves continued harm. It is important to frame arguments in support of college access and success in terms of positive deservingness and to use language that
resonates with policymakers. For example, saying “incentive” instead of “stipend” is a language shift that can go a long way when writing or speaking to policymakers.
Policy Scholarships Should be Timely and Clear
One of the major differences between policy scholarship and academic scholarship is the time elapsed between the start of the research and the publication
of the research. Leaders from higher education presidential associations, think tanks, and non-profits shared how policy scholarship is less of an art and more of a sport. Getting research in front of the people who need to know about it has to also
get into their hands at the right time. Additionally, the more complicated a researcher’s methodology tends to be, the less relevant it becomes to policymakers. Policy scholarship is not dependent on when an academic journal is published, contrary
to most research that comes out of the academy.
Expectations for a Post-DACA Era
No high school graduate from the class of 2025 and beyond who is undocumented will be eligible for Deferred Action for Childhood Arrivals (DACA). Panelists with
expertise in law, policy, and direct service shared that this post-DACA era will hinder undocumented students' access to higher education and employment. Panelists shared important insights into the feelings of students who will be directly impacted
by not being able to apply for DACA. Some students they serve constantly feel they are in a state of anxiety living in the US, can’t help their communities if they are in constant fear, and view resistance as existing in this country.
The 2024 ASHE Conference offered valuable insights into the evolving landscape of higher education policy and the critical role scholars play in shaping its future. From understanding how to communicate effectively with policymakers to grappling with
the challenges of a post-DACA era, the conference highlighted the need for timely, relevant research that can drive meaningful change. As scholars, practitioners, and policymakers continue to navigate these complex issues, the conversations and connections
fostered at events like ASHE are essential for advancing knowledge, creating solutions, and supporting students in need. I left the conference inspired and eager to continue contributing to these important conversations, and I encourage others to
engage in future gatherings to help drive progress in higher education.
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