2026-09-24T02:57:40Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/127452 2026-02-03 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

https://hdl.handle.net/2142/127452 Copyright 2024 Kimberly Erbe application/pdf en text Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2026-12-01 The student, Kimberly Erbe, accepted the attached license on 2024-11-07 at 11:56. The student, Kimberly Erbe, submitted this Dissertation for approval on 2024-11-07 at 12:02. This Dissertation was approved for publication on 2024-11-07 at 14:23. DSpace SAF Submission Ingestion Package generated from Vireo submission #21300 on 2025-03-28 at 14:53:46 Small corners: Explorations of ethics and epistemic harms in forced disclosure research, advocacy, and legislation Erbe, Kimberly 2024-11-07 Taylor, Rebecca Taylor, Rebecca Ginsburg, Rebecca Davila, Liv Flores, Osly Epistemic Harm Forced Disclosure Ethics eng Comprising three papers, this dissertation explores ethics and epistemic harms in the research, advocacy, and legislation related to inquiring about college applicants’ involvement with the criminal punishment system, a practice also known as forced disclosure. Each paper takes a different methodological approach to explore unique aspects of ethics and epistemic harm within these three arenas. The first paper considers the ethics of forced disclosure research by reflecting on a previous project which used the Freedom of Information Act (FOIA) to examine forced disclosure practices at public universities in Illinois. The second paper uses a normative case study to examine the ways in which epistemic harm could potentially emerge in collaborative forced disclosure advocacy involving people with and without criminal convictions. The third paper explores epistemic harms emerging from the ways higher education and higher educational institutions were positioned within forced disclosure legislative debates in Illinois. Together, these papers consider ethical and epistemic tensions arising from research, advocacy, and legislation aimed at abolishing or restricting the practice of forced disclosure in higher education. 2024-12 Thesis Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Ph.D. Dissertation