From Protest to Protection: Navigating Politics with Immigrant Students in Uncertain Times

Jaƒfe-Walter, Reva; Miranda, Chandler Patton; Lee, Stacey J.

doi:10.17763/1943-5045-89.2.251

Cited by 21 publications

(14 citation statements)

References 31 publications

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“…In K-12 education, teachers and counselors can be the primary relational and educational supports for undocumented students (Rodriguez, 2019b). Educators may also be aware of the impact that legal status has on students' lives, shaping the school environment and supports that undocumented students receive (Crawford, 2018;Jaffe-Walter et al, 2019). When school-based personnel are aware of students' statuses, they can help them access resources, make plans for attending college, or procure legal counsel (Jefferies, 2014).…”

Section: Undocumented Student Relationships With Educators and The Influence Of Policy Contextsmentioning

confidence: 99%

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

Rodriguez

McCorkle

2020

Teachers College Record: The Voice of Scholarship in Education

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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.

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Section: Undocumented Student Relationships With Educators and The Influence Of Policy Contextsmentioning

confidence: 99%

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

Rodriguez

McCorkle

2020

Teachers College Record: The Voice of Scholarship in Education

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“…In schools, teachers and counselors can be the primary relational and educational supports for undocumented students, and leaders may be aware of legal status but not know how to advocate (Jaffe-Walter et al, 2019). When personnel are aware of students' statuses, they can help them access resources, make plans for college-going, or procure legal counsel (Jefferies, 2014).…”

Section: Mesolevel School and Microlevel Interactional Dynamicsmentioning

confidence: 99%

“Immigration Knocks on the Door . . . We Are Stuck . . .”: A Multilevel Analysis of Undocumented Youth’s Experiences of Racism, System Failure, and Resistance in Policy and School Contexts

Rodriguez

2022

Teachers College Record

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Background/Context: Undocumented youth navigate unwelcoming federal, state, and local contexts in the United States. Although previous research shows the significant impact of immigration policy and enforcement on educational outcomes and social-emotional well-being, this study sheds light on the multiple, intersecting policy, and school contexts that hinder social and educational mobility. Purpose: The purpose of the study is to elicit Latinx undocumented immigrant youth experiences in a southern state to contribute to evolving research on their experiences in K-12 schools. In addition, the purpose was to understand how undocumented youth (a) talk about the policies that impact their daily lives, (b) perceive the organizational-level structures that exist to support them in school and community contexts, and (c) articulate a sense of belonging through their community and school interactions in relation to processes of racialization and its impact on immigration status. Conceptually, the paper uses a multilevel, interactional framework to show the impact of racialization of Latinx undocumented immigrants in policy, school, and community, and relational contexts. Research Design: The study is a 3-year critical ethnography of two Title I high schools in the U.S. South that maintains particularly restrictive policies toward immigrants. Fieldwork from two school sites and interviews with 63 undocumented youth, and relevant personnel deepen our understanding of their status of illegality—specifically how their material lives are impacted by policy and institutional-level dynamics and constraints. Conclusions/Recommendations: The author shows how youth voice through ethnographic evidence counteracts anti-immigrant policies and criminalization of Latinx immigrants; youth critique social policy and institutions that seek to limit their progress in society. The implications for policymakers, educators, and school-based personnel is significant Although legal status may impose certain limitations on undocumented students’ educational opportunities, their educational trajectories are still highly determined by school structures. Knowing this, educators can respond effectively to ensure educational rights and equitable educational practice.

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“…Finally, schools can strengthen ties with refugee families by supporting them to resist exclusionary immigrant policies and discourses. In New York City public schools serving large numbers of immigrant and refugee students, school leaders have supported refugee students to critically examine exclusionary policies after the presidential election of 2016 by providing restorative circles and "know your rights" workshops for refugee families (Jaffe-Walter et al, 2019). Furthermore, moving inside the school's four walls, teachers and leaders should critically examine how refugee students are positioned within the school's cultural context and whether students like Meryem experience recognition or the corrosive effects of everyday discrimination.…”

Section: How Can School Leaders Support Teachers and Refugee Students And Families?mentioning

confidence: 99%

Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

Akay

Jaƒfe-Walter

2021

Journal of Cases in Educational Leadership

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This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma a purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country’s dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family’s experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

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From Protest to Protection: Navigating Politics with Immigrant Students in Uncertain Times

Cited by 21 publications

References 31 publications

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

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

“Immigration Knocks on the Door . . . We Are Stuck . . .”: A Multilevel Analysis of Undocumented Youth’s Experiences of Racism, System Failure, and Resistance in Policy and School Contexts

Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

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