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A growing body of literature indicates that Latinx immigrant families are adversely affected by restrictive immigration policies and anti-immigrant rhetoric. Little is known about how educators working with Latinx immigrant communities in restrictive immigration climates fare. Using mixed-methods, this study sought to better understand how the work and well-being of educators working with Latinx immigrant communities can be affected by a charged immigration climate. Using survey data from 88 educators in New York City and interview data from 17 educators in New York, California, Arizona, and Texas, we find that efficacy to help distressed children varies among educators. School-based resources such as clear, proactive organizational communication, supportive leadership that is attune to the needs and strengths of the immigrant community and communal coping are associated with educator efficacy to address student distress. Qualitative findings triangulate quantitative data; absent structural supports, educators working in Latinx immigrant communities can be adversely impacted by a charged immigration climate due to increases in work complexity, their own immigration-related worry, and experiences of vicarious racism. Recommendations for supports for educators working with Latinx immigrant communities are discussed.

Although current and former English Learner (EL) or "ever-EL" students comprise one of the fastest-growing K-12 populations, we still know relatively little about the factors that influence their college-going. Using Perna's seminal college-going model as a launching point, we propose a policy-driven empirical approach to explore how state and federal policy uniquely inform ever-EL students' academic trajectories. This model considers how EL education policy is largely defined at the federal level but interpreted and implemented by state and local actors (i.e., the "Lau" and "Castañeda" cases). In addition, largely of immigrant origin, ever-EL students are directly affected by federal immigration policy as well as state immigrant policies. We suggest that the unique status of EL education in K-12 schools and the framing of immigrant-origin communities in federal and state policies make it necessary to consider both federal and state policy contexts in ever-EL college-going research.

Scholarship on the intersection between immigration, legal status, and education has grown over the past decade. Given that schools are intended to be purveyors of democratic values, schools represent an ideal context to examine how immigration and legal status are considered in a community that aims to support the academic and social success of all students This study investigates how members of an urban, K-12 school community in California addressed immigration issues over nearly a decade-long period. The study details three ways in which the school addressed immigration status issues across time. They include college-going supports, addressing newcomer/unaccompanied students' needs, and delivery of legal services. The study's implications highlight how K-12 schools can address immigration issues in intentional, ethical, and supportive ways.

With increased tensions and political rhetoric surrounding immigration enforcement in the United States, schools are facing greater challenges in ensuring support for their students of immigrant and Latinx origin. This study examined the associations between county-level immigration arrests and academic achievement, absenteeism, and measures of school climate and safety for students in the California CORE districts. Using ordinary least squares regression analyses with year, grade, school, and student fixed effects, we found that immigration arrests corresponded to declines in academic achievement, attendance, and various measures of school climate and safety for Latinx students and Latinx students who were English learners. We also find small declines in measures of school climate and safety for students who ever received special education services via an Individualized Education Program. Associations were strongest for arrests that occurred during the Trump administration compared with those that occurred during the second term of the Obama administration. Policy implications are discussed.

In a prospective cohort study of Latinx adolescents living in an agricultural county in California, we examined perceptions of federal immigration policy and its effects on community and individual wellbeing. From May to December 2017, 565 youth responded to an open-ended item integrated into ongoing surveys. Median age was 14 (range 13-16 years), 53% female, and 94% Latinx. About 12% were immigrants, 71% children of immigrant parents, and 52% had a parent employed in farm work. Most (78%) indicated they directly experienced or observed effects of current federal immigration policies. Adolescents described anti-immigrant sentiment as heightening discrimination, isolation, fear, and mental health changes. They also perceived constraints on future educational and employment opportunities. These findings suggest that the federal immigration policy environment can negatively impact the wellbeing of youth in Latinx communities and that immigration policy should be considered a social determinant of health.

In this article, the authors review the antecedents, analyze the evolution, and draw recommendations for educational policies in the regions of California and Catalonia over the last 50 years, especially regarding bilingual education. This analysis is necessary due to the size, representativity, precociousness, and success of bilingual policies enacted in these two regions. The bilingual policies enacted in both regions depict a story of an unequal combat of monoglossic approaches to language education, spearheading educational change for many decades and becoming national beacons of enhanced rights for multicultural children.

While ample research has examined how youth in the United States define 'Americanness', little attention has been given to how youth imagine the nation of the future, particularly in light of ongoing immigration. This study investigates how middle school students envision necessary national reforms, and how these views reflect different models of nationalism. To explore how these perceptions are informed by experiences in school and the local community, I analyze ethnographic and student and staff interview data from two middle schools in California located in vastly different sociopolitical communities. I find that, (1) exposure to school curriculum that encourages critical reflection--including a critique of national inequality and hostility toward immigrants--influences whether students support individual or structural national reforms, and (2) students' degree of critical reflection shapes their endorsement of expansive vs. restrictive nationalism. I conclude with implications for educators to support student sociopolitical development and critical reflection.

The goal of this project was to reduce parent-child conflict and promote intergenerational harmony among Central American families who had experienced long-term parent-child separations in the immigration process. Through combining intensive case study of six families with experimental design, we show how a series of four workshops for immigrant parents and their recently immigrated adolescent children could reduce parent-child conflict and emotional distance by scaffolding intergenerational communication. Families were randomly assigned to one of three groups: (1) both parents and adolescent children attended workshops (full experimental group); (2) only adolescent children attended workshops (partial experimental group); and (3) no-treatment control group. The full experimental group achieved the greatest changes in communication patterns: In the posttest, parents and children in this group were more able to express negative aspects of separation and reunion; they also showed more understanding of each other's perspective.

Latina/o/x students aspire to earn a college degree but given that they likely attend urban high schools with inadequate educational opportunities and high-discipline environments, more research is needed to examine the influence of institutional racism on aspirations. This case study was guided by the frameworks of New Juan Crow in Education and racial microaggressions. Using ethnographic data from observations, semi-structured interviews with educators, and oral history interviews with Latina/o/x students, this study examined the experiences of student participants with institutional microaggressions and the influence on college-going aspirations. Implications address the cumulative effects of microaggressions and inform asset-based research, policies, and practices.

With the 2015 passage of the "Every Student Succeeds Act" (ESSA), the oversight of language policy in U.S. schools shifted from federal to state governance. Although the education of students officially designated as English learners (ELs) has historically been grounded in federal law, we argue that ELs' educational experiences are also largely influenced by societal attitudes toward immigrants and immigration. Using a critical policy analysis (CPA) approach, we examine how 12 states' immigrant policy contexts are associated with the EL educational policies articulated in their ESSA implementation plans. We find that states' demographic and immigrant policy contexts combine to produce four distinct approaches toward EL education, from departing to approaching equity.

Because presidents hold unique and important powerful roles that influence the formation of organizational identities and cultures, we used critical discourse analysis of 80 presidents' letters to analyze presidents' messages to their campuses and to uncover their discourses and assumptions surrounding Deferred Action for Childhood Arrivals (DACA)/undocumented students and their needs in light of the threat of the repeal of DACA. We used a critical theoretical framework and found 4 predominant discursive themes related to their perspectives of the DACA policy, depiction of DACA/undocumented students, institutional commitments, and organizational identity. Overall, presidents communicated benevolent intentions, but perpetuated dangerous ideologies and overlooked important elements of students' lived realities.

Anti-immigrant hostility continues to rise throughout multicultural societies. Building on segmented assimilation theory, in this manuscript I examine whether anti-immigrant sentiment might decrease school performance of immigrant children using the case of California, the state with the largest population of immigrants in the United States. I find a negative association between an increase in anti-immigrant sentiment at the community level and academic performance of immigrant students. This finding has broad implications for our understanding of immigrant educational experiences. It is also especially relevant at a time when multicultural societies are struggling to incorporate immigrants successfully into their economic, social, and political spheres.

U.S. Latinx youth from immigrant backgrounds bring to schools their transnational literacies, complex lived experiences of marginalization and resistance, and politicized translanguaging practices that are seldom recognized in classrooms. This article examines U.S. Latinx bilingual youth who participated in a podcast project within a Chicanx/Latinx Studies high school course that mobilized their bilingualism for literacy instruction. This ethnographic classroom study explores a curricular unit that allowed young people to use new media technologies to tell important stories of themselves and their social worlds at a time of heightened anti-immigrant sentiments in the United States. Through translanguaging and translingual frames, I demonstrate how Latinx young people contest racist narratives, reclaim who they are, and author new spaces for solidarity. Findings detail the ways that students utilized podcasts as a tool to promote creativity and self-expression, and to connect personal experiences to broader pressing discourses about immigration, language, racialization processes, and resistance.

For teachers of immigrant-origin students and their peers, emerging research notes the challenge of facilitating a high-quality education for students subject to traumatic events related to harsh immigration enforcement policies. This study examines whether new teachers from seven teacher preparation programs experienced the impacts of immigration enforcement and felt prepared to support students who were impacted. I surveyed new teachers in preservice and after 1 year of teaching (N = 473) using survey instruments developed by Cohen and colleagues along with additional constructs developed via pilot testing. New teachers reported that immigration enforcement negatively impacted their students and their job satisfaction. Teachers exposed to discussion of immigration policy and teachers who reported engaging with immigrant families in preservice were more likely to view themselves as prepared to support students. I discuss differences for teachers in urban, Title I, and elementary settings.

It is common for individuals to have misconceptions across a range of subject matters. Although interventions to correct misconceptions are largely successful, at times they may fail. The current study explores how corrections may be perceived to conflict with aspects of personal or social identity and engender experience of negative emotions and threat as potential explanations for why and how corrections fail. To test this assumption, purposeful sampling was used to recruit participants online that resided in geographic regions with reported beliefs or behaviors that were consistent with misconceptions about immigration and crime or vaccination safety. Participants reported their prior beliefs and attitudes. Depending on the topic, participants were presented with a refutation text that was designed to correct common misconceptions about vaccination or immigration and were asked to report the degree of identity conflict, emotions, and threat experienced and completed a posttest of knowledge. Results showed that participants reported a significant degree of identity conflict and threat, which together with negative emotions in turn negatively predicted learning from refutation texts. Findings demonstrate potential explanations for why and how misconception correction may fail that may be useful in the design of educational interventions.

This research explores institutional practices supporting undocumented student participation in U.S. education abroad at a California public research university. This institution successfully enrolled more than 40 undocumented students studying abroad between 2013 and 2016. Four university staff members, an immigration attorney, and eight undocumented students who successfully studied abroad were interviewed. During this time, the Deferred Action for Childhood Arrivals (DACA) program was in effect through federal Executive Order, providing some protections for certain eligible youth immigrants living without current legal status in the U.S. DACA-approved students were eligible to formally access education abroad through a federal U.S. program known as Advance Parole from late 2012 through fall 2017, when the order was rescinded. All student participants studied abroad and interviews were conducted prior to the Fall 2017 Presidential Rescission of DACA and cessation of Advance Parole study abroad opportunities for DACA students. Findings demonstrate that undocumented students navigate study abroad with specific considerations for federal, state, and institutional policies, which may contradict or misalign with institutional practices and methods traditionally utilized to support study abroad students, thus further marginalizing this underrepresented population of students. This research highlights promising practices supporting undocumented students in education abroad and the findings from these interviews inform international educators and allies how to better support underrepresented students on and off campus, and suggests considerations for other marginalized student populations interested in education abroad.

In this article, Dan Lyndon-Cohen makes the case that history departments should move from diversifying the curriculum to decolonising it. After reflecting on some examples of how he made the content of his lessons more representative, he explores how the influence of writers such as Michel-Rolph Trouillot and Emma Dabiri inspired him to find practical ways to bring marginalised voices into the classroom.

Prior research suggests that hostile immigration policies can motivate undocumented immigrants' political engagement, but may also create unique risks that limit their willingness to participate. We examine how perceptions of the immigration policy context may help or hinder undocumented college students' political engagement. Using data from an online survey of 1,277 undocumented college students attending California 4-year public universities, we conducted regression analyses to examine the extent to which perceived discrimination, social exclusion, and threat to the family due to current immigration policy affects three forms of political engagement: political voice, collective action, and individual action. We then examined potential factors that may facilitate engagement, including participation in campus and community-based organizations and legal protections. Results show that perceived discrimination and threat to family due to the immigration policy context are positively associated with all forms of political engagement, while social exclusion is negatively associated. Campus and community engagement weakly moderate these relationships. Comparisons across immigration status suggest that many of these relationships are unique to students who have legal protections like DACA. Ultimately, we argue that undocumented students' political engagement is shaped by nuanced manifestations of a hostile immigration policy context.

Anti-immigrant sentiment, policy, and practice are deeply rooted in the US tradition. Because of this, a series of laws have been passed to restrict immigration, which has resulted in millions of children and families being designated as "undocumented". These individuals reside in the US, yet do not receive the same protections as citizens. Schools, however, have historically been supportive institutions for undocumented children because of various laws and court decisions that uphold their access to a free and appropriate education. Various barriers exist to the successful implementation of these laws and they are often not followed. School psychologists, as professionals with an ethical responsibility to advocate for the well-being of all students and families--regardless of their immigration status--can help overcome these barriers. This article first reviews the historical and legal context surrounding undocumented immigration in the US as it impacts public K-12 education. Second, it details how ethical standards influence the applied practice of school psychology when working with undocumented students and families. Finally, it concludes with a brief discussion on resolving legal and ethical dilemmas.

This article raises questions at the intersection of immigration, citizenship, and formal civics education. Drawing from positioning theory and critical discourse analysis, this article contrasts episodes in two twelfth-grade classrooms taught by the same teacher. In the general education government class, the teacher registered students to vote, while in her English learner (EL) government class she positioned youth as non-citizens. Students' language status appeared to serve as a proxy for citizenship status. This article serves as an existence proof that teachers may conflate students' language status with their citizenship status. Additionally, the article highlights the need for understanding more about how teachers navigate citizenship status when there are real or imagined discontinuities between teachers' citizenship rights and students'. The episodes also raise questions about the implications of teaching in settings where youth may potentially have a variety of citizenship statuses (including official citizenship by birth or naturalization, temporary or permanent "legal" resident status, or undocumented status). Ultimately this work contributes to conceptualizing what a more inclusive and equitable civics education would look like for all students, regardless of citizenship status.

This study explored how multi-generational, middle-class, fifth-graders from Latino families responded to classroom discussions of social issues--particularly discrimination--and draws upon sociocultural views of culture, educational theory, and sociological perspectives of immigration to provide insight into the learning experiences of one group of children of the Mexican diaspora. Findings include students: 1) perceived discrimination as historical; 2) maintained a distance from personal experiences; 3) understood social conflict through popular culture; and 4) promulgated American values of equity, fairness, and justice. Children's perceptions reveal complexities in negotiating their ways of knowing gleaned from varied in-school and out-of-school experiences. (Contains 2 figures.)

One of the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks--that is, the ability to examine how multiple forms of oppression can intersect within the lives of People of Color and how those intersections manifest in researchers' daily experiences to mediate their education. A theoretical branch extending from CRT is Latina/o Critical Race Theory (LatCrit), which examines experiences unique to the Latina/o community such as immigration status, language, ethnicity, and culture. A LatCrit analysis has allowed researchers to develop the conceptual framework of racist nativism, a lens that highlights the intersection of racism and nativism. This article examines how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California. First, this article provides a brief description of how CRT and LatCrit have allowed researchers to develop the frame of racist nativism. Second, the framework of racist nativism is described, including how it is used in this study. Third, this article describes the data collection strategies, methodological approach and analysis process used to gather and analyze 20 critical race "testimonio" interviews. Following this description, the author presents the findings that demonstrate the ways racist nativism, class, and gender have manifested in the educational trajectories of the undocumented Chicana college students. (Contains 1 figure and 1 note.)

Purpose: If Immigration and Customs Enforcement (ICE) takes place in a community near school property, maintaining a school environment conducive to learning can be difficult. This article examines (a) how a school leader and personnel perceived the impact that ICE activity in their community had on students and families and (b) whether school personnel incorporated community concerns in their response, and if they exhibited an "ethic of community." Research Methods/Approach: Data come from an embedded case study of 14 educators in a school that experienced ICE activity close to school grounds in 2008. Findings: The principal and other school personnel tried to minimize the impact that uncertainty over ICE's presence in the neighborhood could have on the school environment, and took steps to limit the short-term and long-term effects on the community. Personnel demonstrated that prioritizing relationships, dialogue, and collaboration with undocumented community members was central to their decision-making process. Implications for Research and Practice: School leaders and practitioners may not know their legal and/or ethical responsibilities toward undocumented students--or anticipate contexts related to the legal status of students' family members. This article highlights the need for schools and school districts to create policies and resources to protect undocumented students' educational rights and ensure that personnel receive training on those policies. Research can expand understanding of how personnel respond to the sensitive personal and legal contexts involving undocumented families.

The primary goal of the current study was to test whether parent and adolescent preference for a common language moderates the association between parenting and rank-order change over time in offspring substance use. A sample of Mexican-origin 7th-grade adolescents (M[subscript age] = 12.5 years, N = 194, 52% female) was measured longitudinally on use of tobacco, alcohol, and marijuana. Mothers, fathers, and adolescents all reported on consistent discipline and monitoring of adolescents. Both consistent discipline and monitoring predicted relative decreases in substance use into early adulthood but only among parent-offspring dyads who expressed preference for the same language (either English or Spanish). This moderation held after controlling for parent substance use, family structure, having completed schooling in Mexico, years lived in the United States, family income, and cultural values. An unintended consequence of the immigration process may be the loss of parenting effectiveness that is normally present when parents and adolescents prefer to communicate in a common language.