This chapter examines the factors that contribute to a sense of school belonging for immigrant and immigrant-origin youth. Through a review of the education research on critical care, the authors propose a framework informed by cariño conscientizado—critically conscious and authentic care—as central to reconceptualizing notions of school belonging. Research studies on teacher–student and peer relationships, student agency, and organizing are reviewed to identify how they function to disrupt structural factors that maintain educational inequities. Belonging as a concept is problematized through a re-envisioning of curriculum, pedagogy, and school–community relationships as a means to reduce inequality for immigrant and immigrant-origin youth and children.

This article argues that teacher-education programs often promote surface conceptions of inclusivity that limit preservice teachers' ability to understand and build upon the lived experiences of culturally and linguistically diverse youth. Conventional wisdom implies that teachers of color are native informants of these lived experiences; however, teacher educators should create opportunities for all teacher candidates to challenge prevalent myths about communities of color. Using critical race theory (CRT) and Latino critical race theory (LatCrit) the authors discuss a framework whereby teacher educators invite their students to construct counterstories through practices such as eliciting autonarratives, providing opportunities for reflective writing assignments, and coaching for equity.

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This article explores the ways that general education and bilingual teachers make sense of a Spanish/English transitional bilingual program housed at one elementary school in a Midwestern school district. An in-depth examination of perceptions and attitudes unmasks key factors regarding the implementation and interpretation of bilingual programs and how these factors impact school climate and the overall functioning of the program. Primary themes indicated that the use of specific terms, such as "school within a school," exacerbated the sense of division between the general education and bilingual programs, adding to the challenges of achieving opportunities for bringing students together across programs.

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