Migranthood: Youth in a New Era of Deportation by Lauren Heidbrink

Hansen, Tobin

doi:10.1353/tla.2021.0012

Cited by 4 publications

(8 citation statements)

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“…Similarly, teachers' awareness has a strong positive correlation with teachers' attitudes. In other words, if teachers are aware of policies, they understand the trauma from initial and postmigration (Heidbrink, 2020), fear of deportation and family separation policies, and restricted access to public and social resources that undocumented students face. Conversely, if they lack awareness, teachers show a tendency to believe in false narratives about immigrants, which can shape their advocacy for these students (Rodriguez et al, 2020).…”

Section: Present Study Contribution and Significancementioning

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: Present Study Contribution and Significancementioning

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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“…This may be motivated by strongly felt moral, religious, familial or intergenerational obligations. Doing so can also be about maintaining dignity (Jijon, 2020; Liebel & Invernizzi, 2019) and feelings of self‐worth and value (Heidbrink, 2020). As Datta et al (2007) describe in their research with adult migrants, repaying familial debt and sending remittances can also be an important coping strategy, particularly for those experiencing feelings akin to survivor's guilt, thinking of those left behind.…”

Section: Migration and Indebtednessmentioning

confidence: 99%

“…Consequently, participants also had complex, and ambivalent, feelings about indebtedness. On the one hand, participants' accounts suggest that repaying financial debts or fulfilling social obligations may strengthen unaccompanied children's connections with their family and communities and be seen as a form of care and act to be proud of, as evident in Ferid's story (see also Chase & Allsopp, 2020; Heidbrink, 2020).…”

Section: The Ambivalence Of Indebted Relationsmentioning

confidence: 99%

“…As with research about adult migrants, financial repayments and remittances may be seen as both a practice of care and response to social and financial indebtedness (Datta, 2022; Datta & Aznar, 2019). For example, Heidbrink (2020, p. 41), writing about Guatemalan child migrants, notes that debt repayment is a way of ‘intimately bind[ing]’ children to their family, a way to maintain transnational relations and a sense of community belonging despite geographical distance. Children's mobility, even when unaccompanied, is often viewed as part of a shared project and investment in the whole family's future and best interests (Chase & Allsopp, 2020).…”

Section: Migration and Indebtednessmentioning

confidence: 99%

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Unaccompanied migrant children and indebted relations: Weaponizing safeguarding

Leon

Rosen

2023

Child & Family Social Work

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UK statutory guidance for practitioners suggests that indebtedness is an area where safeguarding red flags should be raised and action taken to minimize the risk of exploitation. Yet, our research shows that unaccompanied migrant children have complex indebted relationships, which can range from extractive to connective. Drawing on interviews with unaccompanied children, we show that these indebted relationships can include financial debt to smugglers, responsibilities to support transnational families, as well as social obligations to peers and others. Their accounts present a nuanced understanding of the taboo nature of indebted relationships, not to be shared with the practitioners in their lives. This is due, in part, to the potential threat of reporting to the Home Office, which might jeopardize their immigration status. In response to this weaponization of social care, we demonstrate how children turn to peer networks of support, creating their own alternative forms of social protection. In so doing, we complicate critiques of adultification, which traditionally highlight the ways that racially minoritized children may be treated as adults—to their detriment. In so doing, we show that because indebtedness is normatively linked to adulthood, unaccompanied children's hopes and fears may be rendered unsayable and therefore unsupportable in social care, all in the name of safeguarding.

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“…Unaccompanied minors have been arriving in record number to the United States since 2014, drawing international attention to the urgent needs of and support for this population of migrant youth. Since then, scholars have reported on and studied their integration in their new country as they navigate integration into US society (Heidbrink, 2020; Rodriguez, 2020; Wiseman et al., 2020). In Precarious Protections: Unaccompanied Minors Seeking Asylum in the United States , Chiara Galli seeks to demystify the asylum process through the experiences of unaccompanied minors and the legal brokers—attorneys and case managers alike—who guide them through legal processes.…”

mentioning

confidence: 99%