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andrew e. brennen
civil rights attorney in training ⚖️
Professional Background
Andrew E. Brennen is not just a proud Kentuckian; he embodies the spirit of civic engagement and activism that has transformed the educational landscape in Kentucky. With a strong educational foundation, Andrew graduated with a Bachelor of Arts in Political Science from the esteemed University of North Carolina at Chapel Hill. His academic journey continued at Harvard University, where he earned a Master of Education in Education Policy & Management. This robust educational background allows Andrew to navigate complex policy issues effectively while advocating for civil rights and racial justice.
Andrew's commitment to justice and equality began early in his life. In high school, he co-founded the Kentucky Student Voice Team, an initiative designed to amplify student voices and engage them as partners in the educational reform process. Over the course of more than a decade, this team has burgeoned into a significant force within the state, boasting hundreds of passionate members. They have led multiple successful legislative campaigns and published original peer-reviewed research, fundamentally altering the narrative regarding the role of students in enhancing Kentucky schools.
During his time in North Carolina, Andrew engaged deeply with civil rights issues, notably serving as a defendant-intervenor in the highly publicized affirmative action case, Students for Fair Admission v. University of North Carolina-Chapel Hill, in collaboration with the Lawyers’ Committee for Civil Rights Under Law. This experience further solidified his expertise and commitment to civil rights law, particularly as it relates to educational access and equity.
Currently, Andrew is pursuing his legal education at Columbia Law School as a first-year law student, where he continues to refine his skills to advocate for justice effectively. He holds the distinguished title of an NAACP LDF Marshall Motley Scholar, a recognition that underscores his dedication to combating systemic inequalities.
In addition to his studies, Andrew contributes significantly to various organizations that advocate for educational equity and civil rights. He serves as the Finance & Audit Chair of both the Kentucky Higher Education Assistance Authority and the Kentucky Student Loan Corporation. Moreover, he chairs the Seek Common Ground board and actively participates on the board of directors for Gen-Z For Change, ensuring that the voices of younger generations are heard and represented.
Education and Achievements
Andrew's educational accomplishments provide a strong foundation for his career in social justice and education policy.
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Doctor of Law - JD at Columbia Law School: As a first-year law student, Andrew is immersing himself in legal practices that will empower him to champion equitable education and civil rights.
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Master of Education - MEd in Education Policy & Management at Harvard Graduate School of Education: This advanced degree equips him with the ability to analyze education systems critically and propose effective changes.
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Bachelor’s Degree in Political Science at University of North Carolina at Chapel Hill: This degree laid the groundwork for his understanding of political structures and public policy.
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Courses in Policy Journalism and Media Studies at Duke University: These courses honed his communication skills, enabling him to effectively articulate the importance of educational reforms.
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United States Senate Page School: This experience introduced him to the inner workings of government operations and instilled an early passion for civic engagement.
Notable Contributions and Leadership Roles
Andrew's tenure with the Kentucky Student Voice Team stands as a testament to his leadership capabilities and commitment to social change. As co-founder, board chair, and later a senior advisor, he helped establish a platform where student voices can influence educational policies and practices. The organization has successfully altered perceptions about student involvement in educational reform, showcasing that students are not merely recipients of education but vital contributors to shaping their learning environments.
Andrew has held various significant roles throughout his career, including:
- Legal Intern at ACLU of Kentucky: Here, he gained invaluable experience in legal advocacy while championing civil rights.
- Marshall-Motley Scholar at NAACP Legal Defense and Educational Fund, Inc.: This position allowed him to work on critical issues related to racial justice in education.
- Investment Associate at Omidyar Network: He contributed to initiatives focused on fostering equitable access to education through strategic funding experiences.
- Client Services at APCO Worldwide: This role helped him refine his strategic communication skills in a public policy context.
- Program Strategy & Operations Consultant at Obama Foundation: This opportunity enable
Highlights
our public schools are meant to be incubators for our democracy. but they can’t do that if they are racially segregated.
also shout out to National Student Board Member Association
I enjoyed playing a small role in bringing this research to light while learning with and from the brilliant Jerusha Conner and Zachariah Sippy.
Focusing on the contentious 2020-2021 school year, this study explored how student members of the school board understood and enacted their roles and how adults responded to their actions.
We found that most student participants used their SMOB position as an opportunity to uplift the voices of marginalized students, elevate substantive concerns about equity and student mental health, and demonstrate institutional or situational power.
This included those students who were limited to “liaison” roles in which they were only allotted five minutes to speak and not permitted to ask questions or vote.
Regardless of such constraints, most SMOBs in this study worked to introduce topics for consideration that were not already on the agenda, showing institutional power (Christens, 2019; Speer, 2008).
They also took steps to try to influence votes and shape outcomes in a public contest, displaying situational power (Christens, 2019; Speer, 2008).
We also found that adults responded to these shows of power by using various suppression tactics to either wrest power from students or curb their influence.
These tactics included legal and institutional moves to strip students of their seats or voting rights, emotional backlash designed to scare and silence students, efforts to tokenize and use students to serve adult agendas, expressions of condescension that worked to undermine students’ arguments, and outright exclusion.
https://lnkd.in/gE2nJ3XC
