This article reports on the educational experiences of select students with an inconsistent/interrupted formal education (SIFE) currently enrolled at an alternative high school. Interview data were collected during two consecutive academic years during 2018–2020 and analyzed by drawing on positioning theory and the culture of power to address the many inequities these students have faced at the alternative high school as well as at the traditional public high school. Critical race theory provides an important theoretical lens for exploring connections between the experiences of the students and the lack of equitable practices available to the immigrant student population. Thus, the findings were categorized into the themes of positioning, the power of the institution, culture and language, and resilience and empowerment. These findings have implications for educators who work with and advocate on behalf of English language learners, immigrant students, and more specifically SIFE.

中文翻译：

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正规教育中断的学生：替代学校的赋权、地位和公平

本文报道了目前在另一所高中就读的正规教育不一致/中断的部分学生的教育经历。采访数据是在 2018-2020 连续两个学年收集的，并通过利用定位理论和权力文化进行分析，以解决这些学生在替代高中和传统公立高中面临的许多不平等现象。批判种族理论为探索学生的经历与移民学生群体缺乏公平实践之间的联系提供了一个重要的理论视角。因此，研究结果分为定位、机构的权力、文化和语言、复原力和赋权等主题。