Immigration Policy and Education in Lived Reality: A Framework for Researchers and Educators

2019 ◽  
Vol 48 (8) ◽  
pp. 549-557 ◽  
Author(s):  
Erica O. Turner ◽  
Ariana Mangual Figueroa

The urgency of immigration policy in the lives of immigrant students and families and educators is more evident than ever; however, education theories and educators’ practices are not keeping pace with this lived reality. We draw on scholarship that examines the lives and educational experiences of undocumented students and undocumented or mixed-status families; research on classroom, school, and district policy and practice for immigrant students; and critical sociocultural approaches and critical race theories to develop a conceptual framework for understanding the intersection of immigration policy and education in a nuanced way. We highlight conceptual insights—on people, policy, context, outcomes, and power—for making sense of this nexus. We conclude with implications for our work as researchers and educators and how we conceptualize citizenship.

2017 ◽  
Vol 5 (2) ◽  
pp. 417-430 ◽  
Author(s):  
Zoya Gubernskaya ◽  
Joanna Dreby

As the Trump administration contemplates immigration reform, it is important to better understand what works and what does not in the current system. This paper reviews and critically evaluates the principle of family unity, a hallmark of US immigration policy over the past 50 years and the most important mechanism for immigration to the United States. Since 1965, the United States has been admitting a relatively high proportion of family-based migrants and allowing for the immigration of a broader range of family members. However, restrictive annual quotas have resulted in a long line of prospective immigrants waiting outside of the United States or within the United States, but without status. Further policy changes have led to an increasing number of undocumented migrants and mixed-status families in the United States. Several policies and practices contribute to prolonged periods of family separation by restricting travel and effectively locking in a large number of people either inside or outside of the United States. On top of that, increasingly aggressive enforcement practices undermine family unity of a large number of undocumented and mixed-status families. Deportations — and even a fear of deportation —cause severe psychological distress and often leave US-born children of undocumented parents without economic and social support. A recent comprehensive report concluded that immigration has overall positive impact on the US economy, suggesting that a predominantly family-based migration system carries net economic benefits. Immigrants rely on family networks for employment, housing, transportation, informal financial services, schooling, childcare, and old age care. In the US context where there is nearly no federal support for immigrants' integration and limited welfare policies, family unity is critical for promoting immigrant integration, social and economic well-being, and intergenerational mobility. Given the benefits of family unity in the US immigrant context and the significant negative consequences of family separation, the United States would do well to make a number of changes to current policy and practice that reaffirm its commitment to family unity. Reducing wait times for family reunification with spouses and children of lawful permanent residents, allowing prospective family-based migrants to visit their relatives in the United States while their applications are being processed, and providing relief from deportation and a path to legalization to parents and spouses of US citizens should be prioritized. The cost to implement these measures would likely be minor compared to current and projected spending on immigration enforcement and it would be more than offset by the improved health and well-being of American families.


2019 ◽  
Vol 41 (2) ◽  
pp. 127-144 ◽  
Author(s):  
Jennifer Green

Stress associated with the threat of deportation is not a new facet of daily life for undocumented immigrants in the United States. An upsurge in antiimmigrant rhetoric and policy has contributed to ever-present anxiety and fear regarding apprehension, detention, and deportation. In this qualitative study of mixed-status immigrant families, the stories (testimonios) of parents and young adult recipients of the Deferred Action for Childhood Arrivals (DACA) are explored. Their testimonios reveal conflicted feelings about life in America and the relentless strain of living with fear and uncertainty. A portrait emerges of life in small-town America during these troublesome times of mass deportations and family separation. The testimonios, explored through a LatCrit lens, reveal the human side of immigration policy and compel us to contemplate the lived reality of immigrant families with American dreams.


2015 ◽  
Vol 85 (3) ◽  
pp. 342-356 ◽  
Author(s):  
Cristina Llerena Navarro

In this photo essay, Cristina Llerena Navarro captures moments in the everyday lives of mixed-status families. Through her narrative and images, Llerena shares the stories of these families, their journeys to the United States as well as the consequences of deportation on the family unity. She evokes the children's deep yearning to be reunited with their families on American soil, the parents' determination to provide their children with lives better than their own, and the realities of current immigration policy in preventing the fulfillment of these dreams.


2020 ◽  
Vol 122 (12) ◽  
pp. 1-34
Author(s):  
Sophia Rodriguez ◽  
William Mccorkle

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.


2018 ◽  
Vol 12 (3) ◽  
pp. 169
Author(s):  
Uriel Serrano ◽  
Andrea Del Carmen Vazquez ◽  
Raul Meneses Samperio ◽  
Allison Mattheis

An increase in public expressions of xenophobic and racist nativist sentiments followed the election of the 45th president of the United States, and higher education institutions across the country issued statements proclaiming their support for students impacted by changes to federal immigration policy. Guided by García’s (2017) organizational typology of HSIs and critical policy studies (Diem, Young, Welton, Mansfield & Lee, 2014), we conducted a content analysis of messages distributed via campus-wide email that addressed the vulnerabilities of DACA recipients and other immigrant students at two Hispanic-Serving Institutions in California. Our examination of these messages as policy documents reveals how campus and university-system leaders—even in a so-called “Sanctuary State”—attempt to create a notion of “campus as sanctuary” rather than committing to “sanctuary campus” policies and practices. We conclude with recommendations that push the notion of sanctuary campus beyond symbolic gestures and ask practitioners, scholars, and educators to reflect on the practices that foster true sanctuary environments.


2017 ◽  
Vol 31 (6) ◽  
pp. 716-742 ◽  
Author(s):  
Chi Nguyen ◽  
Maraki Kebede

The 2016 U.S. presidential election marked a time of deep political divide for the nation and resulted in an administrative transition that represented a drastic shift in values and opinions on several matters, including immigration. This article explores the implications of this political transition for immigrants’ K-16 educational experiences during President Trump’s administration. We revisit literature on school choice and the Deferred Action for Childhood Arrivals (DACA)—two policy areas where the most significant changes are expected to occur—as it pertains to immigrant students in the United States. We identify areas where there is limited scholarship, such as the unique educational experiences of various minority immigrant subgroups, the interplay between race and immigration status, and immigrant students in rural areas. Recommendations are made for policy and research.


2019 ◽  
Vol 89 (2) ◽  
pp. 251-276 ◽  
Author(s):  
REVA JAFFE-WALTER ◽  
CHANDLER PATTON MIRANDA ◽  
STACEY J. LEE

With the rise of nationalism and the current contentious debate on immigration in the US, school leaders and educators are faced with difficult questions about how to negotiate sensitive political topics, including debates on immigration. In this article, Reva Jaffe-Walter, Chandler Patton Miranda, and Stacey J. Lee explore how educators grapple with the political policies and discourses surrounding immigration with marginalized students who are the subject of those politics. Drawing on research from two US schools exclusively serving recently arrived immigrant students, the authors explore how educators negotiate the teaching of immigration politics during two different time periods, in 2013 during the Obama era “Dreamer” movement and in early 2017 after the inauguration of Donald Trump. They consider how the unique conditions of each political context inform educators' strategies for “teaching into” political events and supporting their immigrant and undocumented students. Their analysis reveals the unique challenges of engaging marginalized students who are the subject of contentious politics in political discussion and action and supports their call for a deeper consideration of students' identities and experiences of politics within scholarly discussions of critical civic engagement.


Author(s):  
Iain MacLaren

Whilst much of the rhetoric of current educational policy champions creativity and innovation, structural reforms and new management practices in higher education run counter to the known conditions under which creativity flourishes. As a review of recent literature suggests, surveillance, performativity, the end of tenure and rising levels of workplace stress are all closing off the space for real creative endeavour, characterised as it is by risk-taking, collaborative exploration and autonomy. Innovation, as conceived in this policy context (i.e., that of the UK and Ireland), is narrow in scope and leaves little room for critical re-examination of the nature of education itself or radical reconceptions of curriculum, raising the question as to whether such are more likely to arise extra mural , from new forms of organisation.


Author(s):  
Kendra Larrisha Blakely ◽  
Chiquita Long Holmes ◽  
Eugenie Joan Looby ◽  
Kevin Merideth ◽  
Alexis M. Jackson ◽  
...  

This chapter focuses on children in mixed-status families. The authors provide demographic data and the definition of a mixed-status family, then outline the challenges experienced by these families. The authors delineate developmental, educational, and psychological risk factors for these children. Intervention and advocacy initiatives in which school counselors can engage are examined. Authors provide practical solutions, suggestions for future research, a glossary of terms, and further readings. Finally, each topic discussed includes application strategies for school counselors.


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