“They Let You Back in the Country?”: Racialized Inequity and the Miseducation of Latinx Undocumented Students in the New Latino South

Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement: Evidence From a Survey of California Teachers

“…Teachers who reported having more exposure immigration policy and backgrounds and engagement with immigrant families in their TPPs also tended to report they were better prepared to support students affected by immigration enforcement. These findings are new to the literature but correspond to prior works suggesting a strong relationship between teachers' knowledge, dispositions, and empathy about immigration policy's impact on students and better practices aimed at supporting these students' success (Rodriguez, 2021;Rodriguez et al, 2018;Rodriguez & McCorkle, 2020;Rodriguez & Monreal, 2017). These findings also directly support calls from prior research to incorporate more explicit discussion of the backgrounds and experiences of immigrant-origin students and their families in the curricula of TPPs (Goodwin, 2017;Hilburn, 2014).…”

Systems of Oppression: The Impact of Discrimination on Latinx Immigrant Adolescents’ Well‐Being and Development

“…Research has demonstrated that Latinx immigrant youth experience discrimination primarily in the school context, with peers and teachers as the common perpetrators of discriminatory language and actions (Ayón, 2016; Córdova & Cervantes, 2010; Rodriguez, 2021). Although peer and adult discrimination was not linked to internalizing outcomes in one specific study (Tummala‐Nara & Claudius, 2013), Latinx immigrant adolescents still experience the insidious impact of interpersonal discrimination, including derogatory jokes due to their ethnicity, low English proficiency, or immigration status (Córdova & Cervantes, 2010; Garza Ayala, 2022) and racially charged language from teachers (Rodriguez, 2021). Discrimination perpetuated by peers may be particularly insidious, as peer discrimination has been found to impact emotional well‐being over time, risky behaviors, and academic achievement (Delgado et al., 2019; Greene et al., 2006).…”

The racial state and the violent (re)production of educational inequality

“…It is worth mentioning that scholars have begun to attend to educational decision‐making processes through the lens of organizational theory (Nguemeni Tiako et al., 2021; Stewart et al., 2021), but such scholarship also undertheorizes the state and positions schools as organizations external to the state. One notable exception is the work of sociologist Sophia Rodriguez (2021), who does incorporate an analysis of state immigration policies and racial classifications. Still, this work would benefit from the multidimensional focus on state violence presented here, especially given Menjívar and Abrego’s (2012) work on the “legal violence” immigrant youth experience 4…”

“…Similarly, in the sociology of education, we know that schools are “race‐making institutions” (Lewis, 2003) that reproduce racial logics and uphold racial inequality through stratification mechanisms like “racialized tracking” (Tyson, 2011). Other work more broadly in the sociology of race and ethnicity has operationalized organizational theory to unpack how schools contribute to racial stratification (Rodriguez, 2021; Stewart et al., 2021). These articles build on recent race‐based interventions in organizational studies (Ray, 2019; Wooten & Couloute, 2017).…”