Ralph W. Voorhees Center for Civic Engagement’s Post

Check out the SJSU 2024 Silicon Valley Pain Index! Every year, the San José State Human Rights Institute releases the Silicon Valley Pain Index to demonstrate key outcomes of equity measures ranging from housing to education. Read the full 2024 SVPI here: https://lnkd.in/g-Jw8HuT The purpose of the Silicon Valley Pain Index (SVPI) report is to: - Provide an efficient, easily digestible, statistical overview of structured inequalities to inform policy and practice in Silicon Valley. - Serve to measure Santa Clara County’s performance as a “human rights county,” which it declared in 2018. - Spark collaborations between scholars, students, stakeholders, communities, and policymakers to address inequality and achieve greater human rights practice.

Simple, one-fits-all solutions to disability inclusion in the House of Commons are ineffective and can compound issues facing disabled politicians, report warns The study, by Dr Ekaterina Kolpinskaya, from the University of Exeter's Faculty of Humanities, Arts & Social Sciences, is based on her Parliamentary Office for Science and Technology (POST) Fellowship research hosted by the Centre of Excellence for Procedural Practice of the House of Commons from 2022 to 2024. https://lnkd.in/e8ZHUzDh

I am making public the HREC Executive Outcome of my complaint to the University of Sydney regarding multiple research projects conducted by the Brain and Mind Research Centre in which I was a participant. I do this because it shows the immense power imbalance someone who has been institutionalised faces when using their own experience to try and stop unethical practices from continuing. This decision simply re-states how the researchers claim they did things, and that they have "confirmed their adherence". I know how these people claim they do things. My complaint was a detailed account of what they Actually Did, with corroborating information. How is this the process we accept for protecting young people with psychosocial disability from unethical research practices, particularly research on disabled young people conducted inside institutions? Too often, using official complaint mechanisms does not work. This is just one example.

The University of Waikato summer research scholar Charlotte Ward made this poster to summarise her project updating the systematic evidence map on disparities in police outcomes 👮 Charlotte, Dr Lisa Tompson, Dr Andrea Taylor, and Bridget O'Keeffe worked together on a project to add new research to the evidence and gap map on disparities in police outcomes that was first developed in 2021. The team used systematic research methods to find and evaluate studies in the Global Policing Database that examined police actions (e.g., stops, searches, and use of force) and dimensions of bias (e.g., race, gender, and age). Producing evidence and gap maps is a great way to summarise findings from existing studies and highlight areas where more research is needed 🌟 You can find the evidence and gap map at this link: https://lnkd.in/gVqWnqaW

Read the latest paper from researchers at Lurie Institute for Disability Policy ⬇

Dylan Sullivan, UMA's Neurodiversity Liaison and Student Success Specialist recently co-authored an article in the Journal of Science Education for Students with Disabilities, entitled "Scholar Perspectives on the Impact of a Scientific Community Program for Neurodivergent Undergraduate STEM Scholars." 🔗 https://lnkd.in/eAxjzWkJ

In our most recent blog, PESS Intern, Darragh Collins, discusses the development and publication of a research paper, which builds upon the Resistance Exercise among Adolescent in sCHools (REACH) project, led by Dr Brendan O'Keeffe in the PESS Department. Read the blog ⬇️  https://lnkd.in/exm4-ZFC #ULResearch #ResearchImpact #StayCurious #PESSUL #Ireland #UniversityofLimerick

Holistic justice is key to the UN stated aim for 'people centred justice' great stuff Blerina. Will read! Important contribution. See also from improving lawyering perspective https://lnkd.in/eFeqQt5p

So grateful for this opportunity! As Dr. Fusco posted, Our research explores the impact of polarizing policies on public K-12 education, particularly following the 2017 inauguration of Donald J. Trump. Using critical policy analysis, we examined 290 state legislature bills (2017-2022) to understand strategies affecting discussions on racism, bias, and contributions of racial or ethnic groups. While 74.6% of restrictive bills failed, we found a deliberate effort, driven largely by well-funded, far-right conservative noneducators, to limit open discourse in educational settings. This work underscores the urgent need for policies and practices that ensure equitable, inclusive education for all students. To anyone interested in the intersections of education, policy, and equity, we hope our findings spark critical conversations and action. You can read the full article here: https://lnkd.in/gn4XdXps

Did you know that just 40% of parents of school-aged children support the teaching of Liberated Ethnic Studies, as defined as "an explicitly political framework that excludes the histories of ethnic groups deemed to be white and encourages students to participate in social justice activism and to 'engage in acts of resistance'”? While that number is small, true support for LES is likely lower. 81% of parents support the notion of a colorblind society, which is directly opposed to LES ideology. It all boils down to the truth: Many more parents support commonsense, inclusive Ethnic Studies than support LES. Learn more at https://lnkd.in/e5eZbP-t