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Policy actors and coalitions use narratives to frame higher education policy problems and solutions. In this article, I illustrate how I employed narrative policy analysis (NPA) in practice to demonstrate how state policy actors and coalitions created policy storylines that offered social orientation, reassurance, or guidance for a stubborn higher education policy problem in one state. I begin the article with a review of NPA, followed by a discussion of the methods and tools that guided my analysis and scholars interested in NPA can employ. Next, I provide a brief overview of the policy problem context followed by a detailed description and examples of analysis for policy artifacts and the construction of policy storylines.

This study explored students’ perceptions about school counselor influence on college aspirations in the fifth largest school district in the nation. Using 2015 survey data from 12th graders, the findings indicated that students who selected their school counselor as the most helpful person for college advice were more likely to intend to go to college, as compared to students who selected other individuals. Practical implications highlight the important role of school counselors in urban districts with significant first-generation college student populations.

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In this case study, I draw attention to key Nevada Latina/o legislators’ policy ways of knowing and their higher education policy priorities. A focus on the policy actors uncovered structural, racial, and cultural assumptions in policy-making often absent in the exclusive analysis of policy interventions. Their policy ways of knowing were shaped in at least three ways: acknowledging and naming the sources of structural inequities, embracing political humility, and challenging policy knowledge-generating practices.

This chapter synthesizes the authors’ recommendations for academics and practitioners as colleges and universities prioritize institutional policies and programs to ensure Latino/a student success.

Few studies have examined the growing trend of teacher-legislators, specifically teachers’ trajectory to elected office. Drawing on qualitative data and raced-gendered frameworks, this article examines how three female teachers of color in one Southwest state leveraged their teaching experiences to shape their policy priorities and how they navigated policy and political environments. The teacher-legislators in this article created counter-narratives on teachers and their abilities. Their experiences illustrate how teacher-legislators resisted and transformed state policies that affected urban students.