School Social Workers as <i>Nepantleras</i> in Equity Work for Immigrant Students: A Conceptual Exploration

Rodriguez, Sophia; Roth, Benjamin; Sosa, Leticia Villarreal

doi:10.1086/712044

Cited by 15 publications

(22 citation statements)

References 33 publications

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“…Orientation is an ongoing process, and does not stop once the student is enrolled in the school. Case management services can aid in helping and advocating for newcomer students when challenges or barriers arise [60]. Programs that focus on building positive social support, such as peer mentoring, can help the newcomer learn about school culture and student resources directly from the students themselves [57,61].…”

Section: Orientation To Schoolmentioning

confidence: 99%

Orientation, Parent Engagement, Tutoring, Summer Programs, and College Support: How a City is Helping Immigrant Students

Evans¹,

Coney²,

Musa³

2022

JMHSB

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One in four children in U.S. schools are part of an immigrant family, and we need to ensure that there are enough, and culturally sensitive services available to meet their needs and help them succeed educationally. Using a qualitative document analysis framework, the authors deductively coded more than 110 websites to assess the services available to immigrant students in a city in a Mid-Atlantic state of the United States. The results indicate that services included English as a second language services (n=33), tutoring (n=23), parent engagement activities (n=11), summer programs (n=11), college access programs (n=10), and orientation programs (n=9). Together the agencies and schools offer many programs that are reminiscent of collective impact models. We provide recommendations for future research and practice.

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Section: Orientation To Schoolmentioning

confidence: 99%

Orientation, Parent Engagement, Tutoring, Summer Programs, and College Support: How a City is Helping Immigrant Students

Evans¹,

Coney²,

Musa³

2022

JMHSB

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“…And some are children of immigrants, though not immigrants, themselves. Those at greatest risk in the larger society, as well as in the school setting, include ELs, children from low-income families and/or mixed-status families, recent arrivals, and undocumented immigrants (Rodriguez et al, 2020). Teasley and colleagues (2017) estimate that in the United States, approximately 5 million children and youth have at least one parent who is undocumented.…”

Section: Students Who Are Immigrants And/or Refugeesmentioning

confidence: 99%

“…Those who work in schools need to be aware of thesociopolitical context and the ways it can spill over into the school (Teasley et al, 2017). Social workers, like everyone else, function within the confines of the school and also bring their own biases and positionality, and these factors may affect how they deliver services to immigrant students (Rodriguez et al, 2020). Rodriguez and colleagues use the concept of "nepantlera, " a word derived from the Nahuatl word nepantla, meaning "in-between, " to describe the role that school social workers can play in their work with those children and youth who are in-between in terms of their own identity and positionality.…”

Section: Students Who Are Immigrants And/or Refugeesmentioning

confidence: 99%

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Engage Antiracism, Diversity, Equity, and Inclusion: Applications to School Settings

2022

School Social Work

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Ms. Kate, an elementary school social worker, was observed by her student intern Rosalie as she taught a lesson about body safety to a second-grade class. Ms. Kate had been a social worker for 10 years and was at a school with an increasingly diverse enrollment. As the lesson progressed, students became eager to participate and answer questions.Ms. Kate interspersed several questions throughout her lesson. The students were bursting with excitement as they anxiously awaited their turn to be called on. Many of them signaled their desire to answer questions by waving their hands up and down frenetically. Ms. Kate called on many of the students at least once yet ignored one little girl, Maye, whose chance to participate never seemed to come. Maye was a pretty little girl with micro-braids, and she was of African American descent. Rosalie began to wonder why Ms. Kate would not call on this little girl, who was following classroom rules by raising her hand, not speaking out of turn, and demonstrating a desire to participate. Rosalie brought this up in her field seminar class and was timid to approach the topic in supervision with Ms. Kate.

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“…This literature focuses on how everyday social actors such as university and school administrators come to function as local-level border guards-through devolved border controls-in a direct relationship between education and state border governance ( Jenkins 2014;Lounasmaa 2020). Rodriguez et al (2020) refer to schools themselves as a 'borderland': a space in which the humanity of the 'other' may be denied but also in which, drawing on Anzaldúa (1987), processes of domination can be challenged and transgressed. In this space, they argue, school staff have the potential to escort migrant youth across everyday borders.…”

Section: Theoretical Framework: Institutional Borderingmentioning

confidence: 99%

Bordered Trajectories: The Impact of Institutional Bordering Practices on Young Refugees’ (Re-)Engagement with Post-15 Education in Greece

Hunt

2021

Social Sciences

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Greece has been a site of various crises in recent years: firstly, the financial crash of 2008; secondly, the ongoing ‘refugee crisis’, which peaked in 2015; and thirdly, the current COVID-19 pandemic. This paper addresses the first of these crises, and particularly how state responses to increased migration flows shape young refugees’ (aged 15–25) (re-)engagement with post-15 learning opportunities upon arrival in the country. It is based on semi-structured interviews with young refugees living in Thessaloniki, conducted as part of an ethnographic doctoral project on educational decision-making. The findings reveal that three key institutional bordering practices in Greece—namely the bordering of space (via encampment), time (via enforced waiting), and public services (via administrative barriers)—played central roles in young refugees’ (re-)engagement with post-15 education; often causing their dreams to be diverted or downgraded. However, with determination and the support of willing gatekeepers, refugee youth found ways to (re)construct adapted learning trajectories despite, and in response to, these arrival challenges.

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School Social Workers as Nepantleras in Equity Work for Immigrant Students: A Conceptual Exploration

Cited by 15 publications

References 33 publications

Orientation, Parent Engagement, Tutoring, Summer Programs, and College Support: How a City is Helping Immigrant Students

Orientation, Parent Engagement, Tutoring, Summer Programs, and College Support: How a City is Helping Immigrant Students

Engage Antiracism, Diversity, Equity, and Inclusion: Applications to School Settings

Bordered Trajectories: The Impact of Institutional Bordering Practices on Young Refugees’ (Re-)Engagement with Post-15 Education in Greece

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