Segregation or Sanctuary? Examining the Educational Possibilities of Counterpublics for Immigrant English Learners

Jaƒfe-Walter, Reva; Miranda, Chandler Patton

doi:10.1080/15700763.2020.1714057

Cited by 10 publications

(8 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Additionally, many of the other adults that EL-classified students encounter through their EL programming may be likely to communicate with them in their native language, which may also facilitate more positive perceptions in belonging. This finding builds on Jaffe-Walter and Patton Miranda’s (2020) recent work suggesting that “counterpublics”—defined as communities that offer the potential for individuals from marginalized groups to develop identities and critiques that are not easily forged in the wider public sphere (Fraser, 1990)—offer “spaces that honor and cultivate the epistemologies and skills of the marginalized in ways that strengthen society as a whole” (pp. 104–105).…”

Section: Discussionsupporting

confidence: 53%

“…In their study, “counterpublics” fostered a sense of solidarity related to learning English and negotiating migration experiences. While Jaffe-Walter and Patton Miranda’s (2020) work focused on schools exclusively serving immigrant students classified as ELs, our findings suggest that counterpublics—where “all teaching and learning [are] designed with their needs in mind and could be accessed by all students” (p. 111)—may be possible within traditional schools.…”

Section: Discussionmentioning

confidence: 81%

“…However, another body of literature suggests that schools can create inclusive and welcoming classroom environments for EL-classified students, which can result in expanded social interactions both inside and outside of classrooms, as well as strong relationships between teachers and students (Hopkins et al, 2015; Jaffe-Walter, 2008; Jaffe-Walter & Patton Miranda, 2020; Lowenhaupt, 2014). For example, in a study of specialized schools for newcomer students, Jaffe-Walter and Patton Miranda (2020) assert that such programs “offer unique culturally affirming environments, educational opportunities, and safe spaces to develop linguistic skills and to transition to life in the United States” (p. 104).…”

Section: Competing Theories Of How Students Classified As English Lea...mentioning

confidence: 99%

See 2 more Smart Citations

bELonging: Do Students Classified as English Learners Feel Included?

2023

View full text Add to dashboard Cite

In this article, we analyze student survey data related to sense of belonging and relationships with teachers and adults within and across the fastest growing subgroup of K–12 public school students: students classified as English learners (ELs). Students classified as ELs in our study, overall, felt a similar sense of belonging, or slightly higher sense of belonging than their never and formerly EL-classified peers; however, within the sense of belonging constructs, students classified as ELs varied in their perceptions of school climate. Additionally, current EL-classified students who took the survey in English were more positive than those who took the survey in another language; however, once student demographics and school contexts were held constant, survey language was weakly related to our outcome measures. We conclude by discussing how our findings can guide K–12 education policies, practices, and research to foster inclusive educational environments.

show abstract

Section: Discussionsupporting

confidence: 53%

Section: Discussionmentioning

confidence: 81%

Section: Competing Theories Of How Students Classified As English Lea...mentioning

confidence: 99%

See 1 more Smart Citation

bELonging: Do Students Classified as English Learners Feel Included?

2023

View full text Add to dashboard Cite

show abstract

“…It makes sense that educators with more specific stories demonstrating the implications of immigration policies and rhetoric would sense an actual effect of those policies and discourse. As such, proximity to these issues matters because it shapes educators’ lived experiences and interpretations, as well as personal engagement with immigrant issues (Crawford, 2018; Jaffe-Walter & Miranda, 2020). Aligned with sensemaking theory, which identifies experience as a key feature of the sensemaking process, this evidence specificity emphasizes the role of personal connection to these issues as central to how educators make sense of immigration (Coburn, 2001).…”

Section: Discussionmentioning

confidence: 99%

Educators’ Perceptions of Immigration Policy Implications on Their Schools: A Mixed-Methods Exploration

Yammine

Lowenhaupt

2021

Teachers College Record

View full text Add to dashboard Cite

Background/Context: This article draws from a larger study focused on how recent immigration policies have influenced school districts across the United States and how educators have responded to support their immigrant-origin students. Scholars have found that immigration policy powerfully shapes the lives of many immigrant youth in multiple ways. Since the 2016 election, increasingly restrictive immigrant policies have had troubling consequences for immigrant-origin youth and their families. Although researchers have found schools to be crucial contexts for immigrant-origin youth, there is a need for additional research on how educators serving immigrant-origin youth are making sense of recent immigration policies and their implications for schools. Purpose/Objective/Research Question/Focus of Study: Focusing on data from one school district in Illinois, we explored educators’ perceptions of the implications of immigration policies on their schools along with the factors that influence their perceptions. Our research question was as follows: “What factors influence how educators perceive immigration policy implications on their schools, and how do these factors influence educators’ perceptions?” Research Design: We used an explanatory sequential design in a mixed-methods approach to data collection and analysis. We began the study by collecting and analyzing quantitative data. We then collected and analyzed qualitative data with the intent of explaining and expanding on the quantitative results. We took this two-phased approach because we wanted to see if there were factors that significantly influenced educators’ perceptions of immigration policy implications from a larger data set provided through survey results. Findings/Results: According to the quantitative analysis, White educators in nonteaching roles who had a high sense of responsibility to respond to the political climate were more likely to report an impact of immigration policies and rhetoric in their schools. The qualitative data supported the patterns shown by the regression results and highlighted one more influencing factor not captured by the survey data. Conclusions/Recommendations: This article contributes to research in immigration and education by taking a deeper look at educators’ perceptions of immigration policy implications and the factors affecting those perceptions. In a sociopolitical context with a legacy of anti-immigrant policies and rhetoric, it is important to become more aware of educators’ perceptions of immigration because those perceptions greatly influence how educators understand and interact with their immigrant-origin students. Immigrant-origin students need more support in an uncertain and changing policy environment, and as researchers, we must work with practitioners to bring more awareness to how our own perceptions can shape our actions.

show abstract

“…Exclusionary messages can be as literal as the placement of a classroom in the far corner of the school building signaling immigrant students’ isolation (Gitlin et al, 2003) to more subtle acts of discrimination (Brown and Chu, 2012). Inclusive acts can involve connecting immigrant students to resources and programs as well as to supportive peers (Gibson et al, 2004; Jaffe-Walter and Miranda, 2020). At a macro-level, the education and immigration policies as well as politicians’ rhetoric can unintentionally separate and marginalize immigrant students by reinforcing stereotypes and increasing discrimination (Costello, 2016; LeTendre, 2000; Santos and Menjivar, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Examining the association between feeling excluded at school and political trust in four Nordic countries

Brezicha

Leroux

2022

Education, Citizenship and Social

View full text Add to dashboard Cite

Students’ positive experiences in schools positively predicts students’ political trust. However, little research has examined how individual students’ feelings of exclusion at their schools may relate to students’ political trust. Moreover, how does an overall sense of exclusion from the school relate to political trust apart from individual students’ feelings of exclusion? Lastly, do immigrant students have a different level of political trust, on average, than non-immigrant students? Using data from the 2009 International Civic and Citizenship Education Study, this study employed multilevel modeling to investigate these questions in Denmark, Finland, Norway, and Sweden. The results revealed that students feeling like an outsider at school was a statistically significant predictor of lower feelings of political trust in the four Nordic countries. In three countries the school’s overall sense of exclusion was also a statistically significant predictor. The discussion explores the implication of the findings for students’ political trust.

show abstract

Segregation or Sanctuary? Examining the Educational Possibilities of Counterpublics for Immigrant English Learners

Cited by 10 publications

References 52 publications

bELonging: Do Students Classified as English Learners Feel Included?

bELonging: Do Students Classified as English Learners Feel Included?

Educators’ Perceptions of Immigration Policy Implications on Their Schools: A Mixed-Methods Exploration

Examining the association between feeling excluded at school and political trust in four Nordic countries

Contact Info

Product

Resources

About