This article explores how symbolic representation can increase behaviors associated with cooperation among immigrants in an educational setting. It posits that, due to a lack of trust and efficacy in public institutions, undocumented immigrants are less likely to engage in activities that are conducive to cooperation and compliance. However, this relationship is conditional on the presence of passive representation. In settings where immigrant interests are represented, even passively, immigrants are more likely to engage in cooperative behaviors. Using data from Texas school districts, the analysis finds some support that passive representation can enhance symbolic representation among this population. It finds that assessments of immigrants’ cooperative behaviors are likely to decrease as the size of the undocumented student population increases. However, this is only the case in schools with low levels of representation. This supports the expectation that symbolic representation can enhance assessments of cooperative behaviors among undocumented immigrants.

本文探讨了符号表征如何增加与教育环境中移民之间的合作相关的行为。它假定，由于对公共机构缺乏信任和效力，无证移民不太可能参与有利于合作和合规的活动。然而，这种关系以被动表征的存在为条件。在代表移民利益的环境中，即使是被动的，移民也更有可能参与合作行为。使用来自德克萨斯学区的数据，分析发现一些支持，即被动表示可以增强该人群中的符号表示。研究发现，随着无证学生人数的增加，对移民合作行为的评估可能会减少。但是，这仅适用于代表性较低的学校。这支持了符号表示可以增强对无证移民合作行为的评估的期望。