Document Type
Dissertation
Date of Award
11-2025
School/College
Barbara Jordan-Mickey Leland School of Public Affairs (SOPA)
Degree Name
Ph.D. in Administration of Justice
Committee Chairperson
Ihekwoaba Declan Onwudiwe, Ph.D.
Committee Member 1
Jasmine Drake , Ph.D.
Committee Member 2
Howard Henderson Ph.D.
Committee Member 3
Glenn Johnson, Ph.D.
Keywords
speech and debate, high school, advocacy, education, critical thinking, equity, civic engagement, systemic bias, justice systems, administration of justice, legal consciousness
Abstract
High school debate, often regarded as a rigorous academic and extracurricular activity, is widely recognized for cultivating students’ critical thinking, research, and argumentation skills; however, limited research explores its role in shaping students’ perceptions of justice systems, fairness, and systemic equity. This study examines how high school debate serves as an intellectual and civic pipeline, fostering student engagement with legal, ethical, and policy-related issues that define contemporary justice systems. More specifically, this research investigates how participation in debate shapes students’ understandings of fairness, systemic bias, and the administration of justice by tracing the evolution of justice-related debate topics over time. Using Social Learning Theory (SLT) and Critical Race Theory (CRT) as the theoretical frameworks and methodologically employing a qualitative content analysis of high school debate resolutions from 2000 to 2025, this study identifies recurring legal and policy themes, assesses their responsiveness to historical events, and evaluates the extent to which debate reflects broader public discourse on justice. By mapping the intersection of debate education, legal consciousness, and civic engagement, this research examines how debate influences students’ ability to critically engage with legal frameworks, advocate for systemic reforms, and interrogate power structures. This research highlights the broader educational and societal value of debate beyond competition by exploring the connection between debate participation and evolving justice discourse. The findings offer educators, debate coaches, and policymakers insights into how debate can function as a preparatory space for future legal advocates, policymakers, and civic leaders. This study contributes to a growing body of scholarship on justice education, civic engagement, and the role of structured advocacy in shaping students’ perceptions of law and equity.
Copyright
Copyright © for this work is retained by the author. Any documents and information presented are protected by copyright under US Copyright laws and are the property of the author. All Rights Reserved. For permission to use this content please contact the author or the Graduate School at Texas Southern University ([email protected]).
Recommended Citation
McDonnough, Larrisha, "The Advocacy Pipeline: High School Debate Topics as Mirrors of Contemporary Justice Systems" (2025). Dissertations (2016-Present). 115.
https://digitalscholarship.tsu.edu/dissertations/115