Over the past two weeks, I’ve been diving into legislation, policies, and bills related to financial aid access for students in Georgia and New York. The stark contrast between the two states has been eye-opening.
As part of my work, I’ll be conducting a comparative critical policy analysis that centers the voices of those directly impacted by financial aid policies. Inspired by my mentor, Fawziah Qadir, and grounded in the framework outlined in The Politics of Education Policy in an Era of Inequality by Sonya Douglass, Janelle T. Scott, and Gary L. Anderson, my research asks critical questions like:
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Who benefits from this policy?
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Who is harmed by it?
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Whose knowledge shapes it?
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How are social inequalities around race, class, and gender embedded within it?
This post is, in part, a love letter to my methodology, serving as a reminder that the most impactful research doesn’t just analyze policy, but interrogates its silences and centers those whose lives are shaped by it.
I am a rising junior at Barnard College studying English and Education. I am passionate about expanding access to higher education for underrepresented communities and addressing disparities in K-12 education. This summer, I will conduct a comparative critical policy analysis of financial aid policies in New York and Georgia, examining how such policies impact students' access to higher education. As a future educator and educational researcher, this opportunity is invaluable for bridging my passion for research and education with meaningful advocacy.
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