United States Withdraws from the UN Human Rights Council, Shortly After Receiving Criticism About Its Border Policy

On June 19, 2018, the United States withdrew from the UN Human Rights Council. Announcing this decision, U.S. Ambassador to the United Nations Nikki Haley characterized the Council as “a protector of human rights abusers and a cesspool of political bias.” U.S. Secretary of State Mike Pompeo observed that while “the United States has no opposition in principle to multilateral bodies working to protect human rights,” nonetheless “when organizations undermine our national interests and our allies, we will not be complicit.” The withdrawal occurred one day after the UN High Commissioner for Human Rights criticized the United States in a speech at the Human Rights Council for its “unconscionable” practice of forcibly separating undocumented families entering the United States. In August, U.S. National Security Advisor John Bolton stated that in addition to withdrawing from the Council, the United States would also reduce its assessed contribution to the United Nations by the amount that would ordinarily flow to the Human Rights Council and the UN High Commissioner for Human Rights.

Cultivating Respectful Classroom Discourse in Trump's America

The 2016 Presidential Election brought debate about wall building, deportation for undocumented families, and registering for Muslim Americans. A Trump presidency means that many of our ESOL families are concerned about their security in our communities. Families are talking about this at home, and children are talking at school. Students are repeating insensitive things they have heard at home or on television. For our students who are already fearful that their families will be separated or that they will have to register because of their religion, hearing their peers support those ideas can feel intimidating. How can teachers provide a safe learning environment that respects all learners? Suggestions are presented for maintaining an intimidation-free classroom and encouraging respectful discourse in order to promote optimal learning opportunities.

Educational justice for undocumented students: How school counselors encourage student persistence in schools

School counselors are critical intermediaries in K-12 schools who can help students from undocumented immigrant families persist in school. Yet, a dearth of research exists about their advocacy work, or the range of efforts they make to support unauthorized youth. This paper asks, 1) what challenges do counselors face and strive to overcome to promote undocumented students’ persistence in school?; and 2) what strategies do counselors use to encourage students to persist? Data come from an embedded case study with seven school counselors and a family intervention specialist in two Texas school districts on the U.S.-Mexico border. The findings revealed that two of participants’ biggest challenges in terms of student persistence—and their strategies to help—related to complexities arising from students commuting across the border to school and students’ transient living situations. Despite participants networking on behalf of students and families, forming partnerships and seeking services for students and families, counselors recognized limits to their efforts. Policies impeded their assistance, and events that were out of their control inhibited them from potentially acting as empowering agents for students in critical ways. While counselors can develop strong, trusting school-student partnerships to encourage student persistence, more research must explore how school leaders can act as empowerment agents and build capacity to serve newly arrived or undocumented families.