Date of Conferral

2-20-2026

Degree

Ph.D.

School

Public Policy and Administration

Advisor

Raj Singh

Abstract

The problem addressed in this study was the lack of a mandated statewide law-related education (LRE) requirement within the California K–12 curriculum. Existing research linked structured LRE exposure to greater civic knowledge, stronger legal understanding, increased social responsibility, and reduced delinquency risk among disadvantaged youth. However, a gap exists due to the absence of integrated qualitative analyses combining prior LRE research with stakeholder perceptions. The purpose of this qualitative study was to examine the potential social, emotional, and economic implications associated with implementing a statewide LRE public policy. Guided by the conceptual framework consisting of new public administration and the social equity theory, the study employed a qualitative methodology using a content analysis design to examine prior LRE scholarship and stakeholder perceptions. Data were coded and thematically analyzed to identify recurring patterns. The research questions focused on how mandating LRE in grades K–12 might influence students’ social and emotional development and what economic benefits or disadvantages might be associated with implementing a statewide LRE requirement. Results were that participants viewed early LRE exposure as beneficial for civic awareness, social responsibility, and legal understanding, while noting potential social and economic challenges to statewide implementation. The study contributes to academic literature by clarifying implementation considerations and has positive social change implications, as it can inform educators and policymakers about how early legal literacy may influence civic engagement and long-term societal outcomes in K–12 settings.

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