ABSTRACT

School and educator responses to the immigration policy environment may depend on what educators know about who is in their school community. This paper examines whether and how educators in a rural Midwestern community recognize undocumented and mixed-legal status students in their school community. We utilize concepts from recognition theory to understand the mechanisms that may have facilitated or hindered an elementary school principal and two teams of 3rd and 4th grade teachers’ recognition. The findings present a picture of a school in the nascent stages of recognizing how the sociopolitical climate and enforcement of immigration law powerfully impact children and families.

摘要

学校和教育工作者对移民政策环境的反应可能取决于教育工作者对学校社区成员的了解程度。本文探讨了中西部农村社区的教育工作者是否以及如何识别他们学校社区中的无证和混合法律身份的学生。我们利用认可理论的概念来理解可能促进或阻碍小学校长和两个三年级和四年级教师团队认可的机制。调查结果展示了学校在认识到社会政治气候和移民法的执行如何对儿童和家庭产生强大影响的初期阶段的情况。