Untangling Plyler's Legacy: Undocumented Students, Schools, and Citizenship

2015 ◽  
Vol 85 (3) ◽  
pp. 318-341 ◽  
Author(s):  
Roberto G. Gonzales ◽  
Luisa L. Heredia ◽  
Genevieve Negrón-Gonzales
Keyword(s):  
Civic Education ◽  
Educational System ◽  
Immigrant Students ◽  
Undocumented Students ◽  
The United States ◽  
Undocumented Immigrant ◽  
Supreme Court Ruling ◽  
Undocumented Youth ◽  
States Experience ◽  
K 12

In this article, Roberto G. Gonzales, Luisa L. Heredia, and Genevieve Negrón-Gonzales present a nuanced assessment of how undocumented immigrant students in the United States experience the public educational system. Though the landmark 1982 Supreme Court ruling Plyler v. Doe has resulted in hundreds of thousands of undocumented children being educated in US K–12 schools, much of Plyler's promise still eludes them. Drawing data from multiple studies conducted with undocumented youth in California, the authors argue that schools perform three critical social functions—as integrators, as constructors of citizenship, and as facilitators of public and community engagement—that shape the educational experiences and political and civic participation of undocumented immigrant youth. They suggest that while schools hold the potential to engender a sense of belonging and membership for undocumented immigrant students, they often fall short of this promise. The authors argue that constrained resources in school districts that serve large concentrations of students of color, school structures that sort and deprioritize students in lower academic tracks, and modes of civic education that do not allow undocumented students to participate equally in society or view themselves as equal members of the citizenry limit the potential for schools to create positive educational and civic experiences for undocumented youth. In addition to inequalities in the educational system, undocumented students' immigration status constrains their interaction in each school function, limiting the realization of Plyler's promise.

The Transition to College of English Learner and Undocumented Immigrant Students: Resource and Policy Implications

2009 ◽  
Vol 111 (10) ◽  
pp. 2385-2418 ◽  
Author(s):  
Gloria M. Rodriguez ◽  
Lisceth Cruz
Keyword(s):  
United States ◽  
College Transition ◽  
Research Agenda ◽  
Immigrant Students ◽  
Undocumented Students ◽  
The United States ◽  
Transition To College ◽  
Policy Implications ◽  
Undocumented Immigrant ◽  
K 12

Background/Context The analysis contained in this article was commissioned by the Social Science Research Council's Transitions to College project. Although the historical context and contemporary issues associated with English learners (ELs) and undocumented immigrant students are in many ways distinct, the project team strongly believed that the college transition issues affecting these populations were increasingly salient in light of their rapid and continued growth throughout the United States. Purpose/Objective/Research Questions/Focus of Study The research questions guiding this analysis are: (1) What do we know and what do we need to know about the transition to college of EL and undocumented immigrant students? and (2) What are the resource and policy implications associated with the transition to college of these students? The chief purpose of this analysis is to synthesize the current research and thinking about the transitions to college of EL and undocumented immigrant students and to use the findings to develop a research agenda focused on emergent critical issues. The intent is to educate a research audience that is largely unfamiliar with the experiences of these unique populations and to inform future research directions. Research Design The analysis is situated within the broader context of immigrant educational attainment and integration in the United States. The two student populations are distinguished to delineate the particular college transition experiences of ELs versus undocumented students, while recognizing the overlaps that do exist. Thus, for each student population, the analysis synthesizes current literature and provides discussions of (a) student demographics for states and the United States, (b) student-level issues and factors, (c) K–12 issues and factors, (d) student agency, (e) postsecondary issues and factors, and (f) summary of critical challenges, barriers, and accomplishments relative to the college transition. The final element is a recommended research agenda developed from the issues revealed in this analysis. Findings/Results There is continued growth in the presence of EL and undocumented students, and this growth affects states with longstanding histories of immigrant presence, as well as states that have only recently had notable increases in these populations. Important to understanding the needs and potential of these two groups is that not all EL and undocumented students are new immigrants. Rather, many have only experienced education in the United States, having been born here or having arrived at a very young age with their families. From this analysis, it appears that English proficiency is as much a gatekeeping factor as it is a facilitative factor for EL and undocumented students in their successful college transitions. Unfortunately, because of the impact of poverty on these populations, the financial constraints of transitioning to college further compound the challenges already faced with regard to acquiring English and advanced subject matter proficiency. Two additional findings help to frame the college transition challenges of both EL and undocumented student populations: (1) There is a chasm between research-based best practices and the available human and material resources allocated in schools and colleges to support this objective, and (2) the role of the community college system is salient as a potential facilitative context, but one that is currently overburdened with multiple demands and shrinking resources. Conclusions/Recommendations The article presents an eight-point research agenda that addresses the challenges surfaced in the analysis. The points cover K–12 education, evaluations of the impact of legislation and programs, and postsecondary education, with the aim of improving the overall responsiveness of our educational institutions to the needs and strengths of our EL and undocumented student populations.

"Because We Feel the Pressure and We Also Feel the Support": Examining the Educational Success of Undocumented Immigrant Latina/o Students

2011 ◽  
Vol 81 (3) ◽  
pp. 476-500 ◽  
Author(s):  
Laura Enriquez
Keyword(s):  
Social Capital ◽  
Legal Status ◽  
Immigrant Students ◽  
Undocumented Students ◽  
Educational Institutions ◽  
Undocumented Immigrant ◽  
Educational Goals ◽  
Institutional Agents ◽  
Marginalized Communities ◽  
K 12

Drawing from the educational experiences of fifty-four undocumented immigrant college students, Laura E. Enriquez seeks to uncover the concrete ways in which social capital is used to successfully navigate K–12 educational institutions and pursue a higher education. Enriquez argues that there is a need for a more grounded understanding of how marginalized individuals develop and use social capital. She finds that undocumented immigrant students receive emotional and financial support from multiple actors, including family members, peers, and teachers. Yet undocumented students require informational resources specific to their legal status, which tend to be provided by other undocumented students rather than by traditional institutional agents. Looking specifically at how these students utilize their social capital, Enriquez shows that undocumented immigrant students participate in patchworking, the haphazard piecing together of various resources, in order to achieve their educational goals. Additionally, their use of social capital is not dictated by expectations of direct reciprocity but, rather, by a more collectivist framework of empowerment. Ultimately,the findings from this study suggest that reconceptualizing one's social network as a"family" more aptly captures the nature of undocumented immigrant students' social capital while also providing an opportunity to empower marginalized communities.

On the Educational Rights of Undocumented Students: A Call to Expand Teachers’ Awareness of Policies Impacting Undocumented Students and Strategic Empathy

2020 ◽  
Vol 122 (12) ◽  
pp. 1-34
Author(s):  
Sophia Rodriguez ◽  
William Mccorkle
Keyword(s):  
Higher Education ◽  
Immigrant Students ◽  
Educational Experiences ◽  
Undocumented Students ◽  
The United States ◽  
Educational Policies ◽  
Positive Direction ◽  
Teachers Attitudes ◽  
K 12 ◽  
The Relationship

Background/Context Undocumented and DACAmented students face substantial restrictions in higher education as well as in U.S. society. Though there has been significant research on the effects of these policies on the lives and educational outcomes of immigrant students, including how undocumented students are accessing higher education, there is less understanding of K–12 teachers’ awareness of these policies and their attitudes toward these policies. This is especially true in regard to aggregated, nationwide quantitative research. Purpose The purpose of this study is to examine the awareness of teachers nationwide toward the educational experiences and policies of immigrant students, their awareness of false immigration narratives, and teachers’ attitudes toward education policies for immigrant students. In addition, the relationship between teachers’ awareness and attitudes was analyzed. This research is relevant because the awareness of teachers toward the educational experiences of immigrant students is central to cultivating strategic empathy. Similarly, an understanding of the sociopolitical realties of immigrant students, particularly those with an undocumented status, is necessary to advocate for and fulfill students’ educational needs. Furthermore, teachers’ attitudes and beliefs toward educational policies for immigrant students are fundamental because they may reflect on more implicit attitudes of teachers toward immigrant and marginalized populations. Research Design The study is based in a correlation quantitative design that explored the relationship between awareness and attitudes. The research centers on a study of K–12 teachers (N = 5,190) from across all regions of the United States. The instrument measuring awareness and attitudes was designed and validated by the authors. The analyses revealed that overall, there was a relatively strong awareness of educational policies for immigrant students and identification of false immigration narratives. However, several areas of unawareness were especially notable, particularly related to the Deferred Action for Childhood Arrivals (DACA) program and the ease of the immigration system. The attitudes of teachers toward educational policies for immigrant students leaned in a more positive direction overall. Additionally, the analysis revealed a significant correlation between awareness of educational policies and attitudes (r = .170, p = < .001) and a stronger correlation between awareness of false immigration narratives and attitudes (r = .579, p = < .001). Conclusions From these data, the authors call for an expanded view of teachers’ awareness in the form of what is conceptualized as sociopolitical strategic empathy. Implications of the data speak to the dangers of ill-prepared teachers and how their lack of awareness impacts attitudes toward undocumented students/lack of inclusive views toward rights.

“I Knew It Was Gonna Be Hard, but I Always Knew I Had Support From My Parents”: The Role of Family on Undocumented Students’ College Aspirations and Persistence

2021 ◽  
pp. 152102512110188
Author(s):  
Cinthya Salazar
Keyword(s):  
Higher Education ◽  
Undocumented Students ◽  
The United States ◽  
Public University ◽  
College Aspirations ◽  
Higher Education Research ◽  
Research And Practice ◽  
Postsecondary Success ◽  
States Experience

Literature shows that undocumented students in the United States experience significant challenges to and through higher education. Only a few studies have uncovered the mechanisms that undocumented students use to persist in college; in particular, the role that family plays on their postsecondary success is understudied. In this qualitative study, I examine the role that family plays on undocumented students’ college aspirations and persistence. Findings from a sample of 16 undocumented students attending a four-year public university show that their families are the stimulus motivating them to pursue higher education, as well as the support system they can rely on to manage college barriers. However, the data also revealed that for a few participants, their families are a source of stress, resulting in additional challenges they must manage as they navigate higher education. I present these findings using participants’ vignettes and conclude with implications for higher education research and practice.

Introduction

2017 ◽  
Author(s):  
Melissa Quan
Keyword(s):  
United States ◽  
Common Good ◽  
Immigrant Students ◽  
Undocumented Students ◽  
The United States ◽  
Colleges And Universities ◽  
Position Paper ◽  
Society Of Jesus ◽  
Saint Ignatius Of Loyola ◽  
Worldwide Network

This introductory chapter begins with a discussion of the importance of education for the Society of Jesus. Saint Ignatius of Loyola, the founder of the Society of Jesus, intended Jesuit education to be free and open to all social classes and saw it as an important contribution to the “common good” of society. Before long, the Jesuits created a worldwide network of colleges and universities anchored in a humanistic education and a common concern for the moral development of students. The chapter then describes the Immigrant Students National Position Paper, a study of the situation of undocumented students at the twenty-eight Jesuit colleges and universities in the United States and the institutional practices that affect those students. This book on undocumented students at Jesuit institutions of higher education in the United States expands upon the work of the Immigration Student National Position Paper.

Culturally-Responsive College Application Advising for Undocumented Immigrant Students

2021 ◽  
pp. 62-84
Author(s):  
Diana Camilo
Keyword(s):  
Literature Review ◽  
School Counselors ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Immigrant Students ◽  
Undocumented Students ◽  
Undocumented Immigrant ◽  
Application Process ◽  
Traditional Practice ◽  
College Application

This chapter examines the implication of implementing culturally responsive pathways to college for undocumented students. The chapter provides an overview of the barriers students face, unique needs to consider, and outcomes for school counselors, or those supporting students in the college application process to go beyond the traditional practice of application completion. This chapter also includes a brief literature review of culturally responsive pedagogy and its application within a culturally responsive advising framework. Additionally, best practices and challenges are discussed.

A survey of the status of oral communication in the K‐12 public educational system in the United States

1999 ◽  
Vol 48 (2) ◽  
pp. 139-148 ◽  
Author(s):  
Barbara I. Hall ◽  
Sherywn P. Morreale ◽  
James L. Gaudino
Keyword(s):  
United States ◽  
Educational System ◽  
Oral Communication ◽  
The United States ◽  
The Status ◽  
K 12

Should Political Scientists Care about Civic Education?

2013 ◽  
Vol 11 (4) ◽  
pp. 1135-1138 ◽  
Author(s):  
Richard M. Battistoni
Keyword(s):  
Civic Education ◽  
Citizenship Education ◽  
The United States ◽  
Department Of Education ◽  
Joint Effort ◽  
Call To Action ◽  
The Past ◽  
The Us ◽  
K 12 ◽  
American Political Science

For the past decade, concern about a crisis in civic education and engagement, especially among young people, has been rampant. In 2003, The Civic Mission of Schools report sounded a clarion call for greater attention to citizenship education in K–12 schools and touched off a national campaign, joined by such luminaries as Justice Sandra Day O'Connor, advocating improvements in the way we educate American youth for participation in democracy. Two years later, the work of the American Political Science Association's Committee on Civic Education and Engagement culminated in the publication of Democracy at Risk, which examined growing trends toward civic disengagement and proposed reforms to reinvigorate political participation in the United States. Just last year, a joint effort by the US Department of Education and the Association of American Colleges and Universities produced A Crucible Moment: College Learning and Democracy's Future, once again chronicling a “civic recession” across the land and issuing a “National Call to Action” for higher education to do more to educate young citizens for democracy.

Qualitative Methodological Considerations for Studying Undocumented Students in the United States

2019 ◽  
Author(s):  
Aurora Chang ◽  
Júlia Mendes ◽  
Cinthya Salazar
Keyword(s):  
United States ◽  
Qualitative Research ◽  
Undocumented Students ◽  
The United States ◽  
Research Process ◽  
Court Case ◽  
Elementary And Secondary Education ◽  
Undocumented Status ◽  
Methodological Considerations ◽  
K 12

The study of undocumented students in the United States is critical and growing. As scholars increasingly employ qualitative methodologies and methods in studying undocumented students, it is important to consider the specific challenges, nuances, and benefits of doing so. Undocumented students have a right to a public elementary and secondary education regardless of immigration status, per the 1982 court case Plyler v. Doe. While the stress that undocumented students face during their K-12 years are real and consequential, this stress becomes particularly acute in their postsecondary lives when education is neither guaranteed nor readily accessible. Qualitative research gives insight into the complex obstacles undocumented students face and advocates for the institutional and social change necessary to best support them. Existing qualitative research on undocumented students employs various methodologies and methods including but not limited to narrative inquiry, testimonio, phenomenology, case studies, ethnography, discourse analysis, and grounded theory. Among the salient issues that scholars must take into account when engaging in such research are the ethical, logistical, and relational problems that arise when working with undocumented people; the politicization of researching undocumented students; and the power and privilege that researchers possess in the researcher–participant relationship. Within every stage of the research process, researchers need to take special care when working with undocumented students to ensure their anonymity, respect their lived experiences, and advocate for their human rights. Undocumented research participants are in need of extra protection due to their undocumented status, and this need should not be conflated with weakness. Often, undocumented participants are framed as illegal, powerless, vulnerable, fearful, and in the shadows. While it is true that undocumented people face intense, life-altering, and consequential struggles relative to their undocumented status, it is also true that their intelligence, resilience, and persistence are equally intense. Researchers have an obligation to bring undocumented students’ authentic experiences to the fore in ways that acknowledge their undocumented status and the related struggles while affirming their agency and resistance. How they employ methodological practices is central to this goal.

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