This qualitative analysis examines school social workers’ equity work for immigrant students, including their perceptions of immigration enforcement and school climates that support or hinder immigrant student experiences. We conceptually expand understandings of nested contexts of reception and racialized organizations across macro, meso, micro levels, and how they affect immigrant students’ educational experiences, mobility, and belonging. Utilizing open-ended responses from a unique national survey data set, we examine school social workers’ perceptions of the macro, meso, micro racialized contexts that immigrant students encounter, how school social worker perceptions reflect racial attitudes as part of the racialized organization of schools in which they work, and how such racial attitudes influence their actions and potentially disrupt racial inequality in schools. Discussion of the impact of school social workers’ racial attitudes, and perceptions of racialized contexts and how they influence school social workers’ advocacy for immigrant students is offered.

这项定性分析检查了学校社会工作者为移民学生所做的公平工作，包括他们对支持或阻碍移民学生经历的移民执法和学校氛围的看法。我们在概念上扩展了对宏观、中观、微观层面的接纳和种族化组织的嵌套背景的理解，以及它们如何影响移民学生的教育经历、流动性和归属感。利用来自独特的全国调查数据集的开放式回答，我们检查了学校社会工作者对移民学生遇到的宏观、中观、微观种族化背景的看法，学校社会工作者的看法如何反映作为学校种族化组织的一部分的种族态度他们工作的地方，以及这种种族态度如何影响他们的行为并可能破坏学校中的种族不平等。讨论了学校社会工作者的种族态度的影响，以及对种族化背景的看法以及它们如何影响学校社会工作者对移民学生的倡导。