[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602598-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-602598-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","tipping-the-balance-social-justice-leaders-allying-with-marginalized-youth-to-increase-student-voice-and-activism","Tipping the Balance - Social Justice Leaders Allying with Marginalized Youth to Increase Student Voice and Activism","","The paper examines how social justice school leaders can amplify marginalized students’ voices and activism by moving from hierarchical relationships to authentic allyship. Using Kendall’s (2013) allyship framework, the study applies three dimensions—developing a radar, breaking ranks to create space, and making intentional strategic moves. School leaders thus disrupt leader–student hierarchies and shift power toward marginalized youth. The analysis is grounded in alumni participation in a UC Berkeley PLI Alumni Teach-In.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/tipping-the-balance-social-justice-leaders-allying-with-marginalized-youth-to-increase-student-voice-and-activism/602598/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/tipping-the-balance-social-justice-leaders-allying-with-marginalized-youth-to-increase-student-voice-and-activism/602598.png","ImageObject",300,407,{"name":42,"@type":43},"pixelkiddo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the paper define allyship and why is it central to social justice leadership?","Question",{"text":63,"@type":64},"Allyship is defined as association for a common cause or purpose. The paper uses Kendall’s (2013) framework to explain authentic ally relationships across privilege, focusing on communication, public/private commitments, and sharing power toward justice.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What three dimensions does the study use to apply Kendall’s allyship theory?",{"text":68,"@type":64},"The paper describes developing a radar, breaking ranks and creating space for student voice, and making intentional strategic moves.",{"name":70,"@type":61,"acceptedAnswer":71},"What event and time frame does the paper use as the empirical context for alumni contributions?",{"text":72,"@type":64},"Alumni contributions come from participation in an Alumni Teach-In held by the University of California, Berkeley’s Principal Leadership Institute in January 2018, conducted in solidarity with the Women’s March.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602598,1792190422,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Tipping the Balance: Social Justice Leaders Allying with Marginalized Youth to Increase Student Voice and Activism  \nRebecca Cheung  \nUniversity of California, Berkeley  \nChuck Flores  \nCalifornia State University, Los Angeles  \nSoraya Sablo-Sutton  \nUniversity of California, Berkeley  \nAbstract  \nSocial justice school leaders can amplify the voices and activism of marginalized students by shifting from hierarchical relationships to working as allies. An ally is commonly defined as a person who is associated with another or others for some common cause or purpose. By transferring Kendall’s (2013) concept of “allyship”from racial privilege to leadership, this paper applies this theory through three dimensions: developing a radar, breaking ranks and creating space for student voice, and making intentional strategic moves. Ultimately, the school leaders highlighted in this study are tipping the balance to disrupt hierarchical relationships between leaders and students, in service of marginalized students.  \nKeywords: social justice leadership, student activism, student voice, marginalized students, transformational leadership  \nIn typical schools, students have hierarchical relationships with the formal leaders. This dynamic suppresses student voice in decision-making and other aspects of schooling (Deschenes, Cuban, & Tyack, 2001; Howard, 2001; Phelan, Davidson, & Cao, 1992; Weinstein, 2002) . Schools are organized in ways that privilege adult and leader voices over student voices in matters that have real consequences for students (Valenzuela, 1999) . Students rarely get a say in disciplinary policy decisions, for instance, or in determining how they are allowed to speak up in support of causes that serve their interests. When student voice is allowed, leaders often focus on elected student leaders or an elite group of high-performing students, rather than marginalized youth. In contrast, this paper focuses on leaders who support the voice and activism of those students who are most disempowered, and how they can authentically support students when they have hierarchical authority over them. In other words, we examine how leaders, in the interest of social justice, can become allies to their most marginalized students.  \nAn ally is commonly defined as a person who is associated with another or others for some common cause or purpose. In her book Understanding White Privilege: Creating Pathways to Authentic Relationships Across Race, Kendall (2013) differentiates between allies, advocates, coalitions, and connections within cross-privilege relationships. She writes that creating authentic relationships across privilege requires a willingness to keep channels of communication open about power and privilege differences and involves “the risk of losing social and cultural capital”(Kendall, 2013, p. 176). With a focus on racial privilege, Kendall (2013) identifies key behaviors that create the potential to develop authentic relationships across privilege, including:  \n● “Allies work continuously to develop an understanding of the personal and institutional experiences of the people with whom they are allying themselves”(p. 180).  \n● “Allies choose to ally themselves publicly and privately with members of target groups and respond to their needs. This may mean breaking assumed allegiances with those who have the same privileges”(p. 180) .  \n● “Allies know that in the most empowered and genuine ally relationships, the persons with privilege initiate the change toward personal, institutional and societal justice… sharing the power, doing the dance…”(p. 183).  \nIn this paper, we argue that Kendall’s (2013) concept of allyship across privilege can be transferred beyond racial privilege to other privileges—such as hierarchical authority. This paper applies the above key behaviors of Kendall’s (2013) theories of allyship across privilege to the relationship between alumni of the University of California, Berkeley, Principal Leadership Inst","cbCailCJg1YeMFSh","https://ap.wps.com/l/cbCailCJg1YeMFSh","pdf",179113,13,"English","# Abstract\n# Background: Hierarchies and Suppressed Student Voice\n# Allyship Framework and Key Behaviors\n# Applying Allyship to Hierarchical Authority in Schools\n# Alumni Teach-In Context (UC Berkeley, January 2018)\n# Participants and Their Educational Contexts","[{\"question\":\"How does the paper define allyship and why is it central to social justice leadership?\",\"answer\":\"Allyship is defined as association for a common cause or purpose. The paper uses Kendall’s (2013) framework to explain authentic ally relationships across privilege, focusing on communication, public/private commitments, and sharing power toward justice.\"},{\"question\":\"What three dimensions does the study use to apply Kendall’s allyship theory?\",\"answer\":\"The paper describes developing a radar, breaking ranks and creating space for student voice, and making intentional strategic moves.\"},{\"question\":\"What event and time frame does the paper use as the empirical context for alumni contributions?\",\"answer\":\"Alumni contributions come from participation in an Alumni Teach-In held by the University of California, Berkeley’s Principal Leadership Institute in January 2018, conducted in solidarity with the Women’s March.\"}]","Tipping the Balance - Social Justice Leaders Allying with Marginalized Youth to Increase Student Voice and Activism | PDF",1792094950,33]