Michelle D . Young

University of California, Berkeley, Berkeley School of Education, Dean and Professor

The University of Texas at Austin, Women and Gender Studies, Faculty Member

University of Virginia, Leadership and Social Foundations, Faculty Member

University Council for Educational Administration, Headquarters, Dean & Professor

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Michelle D. Young, Ph.D., is Dean and Professor of Educational Leadership & Policy at the University California's Berkeley School of Education. Young has been instrumental in shaping two significant areas of scholarship: critical policy analysis and research on the development of educational leaders. Her work in both areas has helped to define the field, shape a new generation of scholarship, and worked to bring that scholarship to bear on policy and the organizations and programs shaped by policy. Young’s scholarship in the development of educational leaders also provides insight into how university programs, educational policies and school leaders can support equitable and quality experiences for all students and adults who learn and work in schools.
Address: Berkeley School of Education
2121 Berkeley Way West
Berkeley, CA 94720

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Papers by Michelle D . Young

Introduction: Redesigning Educational Leadership Preparation for Equity

Routledge eBooks, Aug 26, 2021

Mentoring Women in Educational Leadership Preparation: Findings from a Pilot Survey of UCEA Member Institutions

Female educational leadership scholars talk back: Whats really happening in leadership preparation programs and what we can do about it

The Equity Audit as the Core of Leading Increasingly Diverse Schools and Districts

Handbook of Critical Education Research

Routledge eBooks, Jun 1, 2023

Supporting students of color in educational administration programs

Notes From the Guest Editors

Journal of School Public Relations, Mar 1, 2008

This introduction to the special issue on the role of trust in school relations provides a clear ... more This introduction to the special issue on the role of trust in school relations provides a clear message: Developing trust and trusting relationships within the school community is more important now than ever. It argues that trust and trusting relationships are a necessary component to effective schooling in today’s diverse society, regardless of the school community or the level of schooling considered. After providing a brief overview of each article included in the special issue, the introduction concludes by situating the issue of trusting relationships within the realm of school public relations.

Redesigning Educational Leadership Preparation for Equity

Family Involvement at the Secondary Level

NASSP Bulletin, Mar 1, 2016

NOTE 28p. PUB TYPE Reports Research (143) EDRS PRICE MF01/PCO2 Plus Postage.

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Field building through strategic bricolage: system leadership and the institutionalizing role of intermediary organizations

Journal of professional capital and community, Nov 9, 2020

PurposeThis article explores two intermediary organizations that are attempting to alter the land... more PurposeThis article explores two intermediary organizations that are attempting to alter the landscape of US education by building organizational networks and professional capital that disrupt traditional relationships between K-12 education and higher education.Design/methodology/approachThe work is a theory-driven, comparative case study of the University Council for Educational Administration (UCEA) and the National Network of Education Research-Practice Partnerships (NNERPP). Through the lens of institutional theory, the authors employ an extended case method that uses comparative analysis of situationally-embedded organizational case studies to build theory.FindingsThe two organizations play an intermediary role by The two organizations play an intermediary role by establishing new standards, norms, and patterns of practice between higher education and local systems of education. In doing so, these organizations serve as meso-institutions, alliances that mediate the processes of institutionalization and play essential parts in developing new facets of infrastructure and new professional identities that hold the potential for nurturing and sustaining professional capital. System leadership hinges on strategic bricolage to identify near-term next steps that align with longer-term strategic goals related to field building.Originality/valueProfessional capital as a concept was initially characterized from a bottom-up perspective, valorizing the agentive dimensions of human, social and decisional capital in opposition to top-down, centralized control. Our conceptualization of intermediary organizations as meso-institutions addresses how the processes of mediated networking and system leadership operate to build professional capital in specific ways that crystallize institutional change.

Bridging, Brokering, Bricolage: Building Exemplary Leadership Programs From the Inside Out

Journal of research on leadership education, Feb 6, 2019

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Effective Leadership Preparation

Journal of research on leadership education, Apr 1, 2015

The changing conditions of schools, school populations, and standards-based accountability for st... more The changing conditions of schools, school populations, and standards-based accountability for student achievement, as well as the expanding knowledge base on effective leadership have created unique new challenges for leadership practice. As researchers have sought to understand these challenges and their implications for leadership practice, significant attention has also been focused on increasing the quality of leadership preparation programs (Jackson & Kelley, 2002; Milstein, 1993; Orr, 2006; U.S. Department of Education [USDOE], 2005; Young, 2004; Young, Crow, Murphy, & Ogawa, 2009). Researchers have learned that quality leadership matters. Specifically, educational leaders are influenced by the quality of their leadership preparation and development opportunities. The University Council for Educational Administration (UCEA) has played a significant role in supporting both research and research utilization in this area, in an effort to support educational leaders and foster quality educational leadership preparation. The Exemplary Educational Leadership Preparation (EELP) award is one example of such efforts.

Mapping the Curriculum

Routledge eBooks, Aug 26, 2021

Preparing Principals for Parent and Community Involvement

PsycEXTRA Dataset, 2000

Considering critical turns in research on educational leadership and policy

International Journal of Educational Management, Sep 14, 2015

Purpose– The purpose of this paper is to explore the use of critical policy analysis (CPA) in the... more Purpose– The purpose of this paper is to explore the use of critical policy analysis (CPA) in the fields of educational leadership and policy. In addition to exploring how CPA compares to traditional research approaches in educational leadership and policy, the authors consider the influence of long-established ways of knowing, why scholars choose to engage in CPA and how and why scholars who utilize this approach decide on specific methods.Design/methodology/approach– The exploration draws primarily on the use of CPA in the USA, though the authors also examine how scholars working within the UK utilize CPA.Findings– In the review of critical policy literature, the authors identified a number of assumptions common to traditional and critical policy research theories and approaches. For example, systems theory and analysis, structural analysis, cost-benefit analysis, technicist models, and political models were commonly used within traditional literature. In comparison, critical policy researchers relied on theoretical perspectives informed by critical theory, feminist theories, and critical race perspectives, among others. Critical policy researchers used these perspectives to engage in critique, interrogate policy processes, and epistemological roots of policy work, reveal policy constructions, and examine players involved in the policy development, interpretation, and implementation processes. Notably, the work of critical educational leadership and policy scholars also emphasizes the importance of context, the theory-method relationship and methodology.Originality/value– While there is a growing movement occurring in the education leadership and policy fields toward critical analyses of educational research, little is known about how scholars decide what methods to employ when conducting such analyses. The authors discuss the possibilities for scholars utilizing these methods in order to explore the complexities of education leadership and policy problems.

Fostering Preparation Partnerships and Leadership Pathways

Routledge eBooks, Aug 26, 2021

Principal Working Conditions: Under what conditions do principals work and how do these conditions affect turnover and outcomes?

Introduction: Reconsidering feminist research in educational leadership

https://scholarlycommons.pacific.edu/ed-facbooks/1049/thumbnail.jp

Principals at Low-Performing Schools: Characteristics of New Hires, Stayers, Leavers, and Their Relationship with School Outcomes

Accountability Shocks and How They Influence Principal Turnover and Quality in Texas

Michelle D . Young

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