“We don't Talk about Undocumented Status…We Talk about Helping Children”": How School Leaders Shape School Climate for Undocumented Immigrants

• Autores: Emily Crawford, Noelle Witherspoon Arnold
• Localización: IJELM, International Journal of Educational Leadership and Management, ISSN-e 2014-9018, Vol. 5, Nº. 2, 2017, págs. 116-147
• Idioma: inglés
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• Resumen

  • The racial/ethnic tensions, policies, and practices in society can be mirrored in spaces and institutions like schools. In schools, sociopolitical discourses can be reproduced and protected in institutional policies. One way K-12[i] leaders can initiate change and limit marginalization is by creating a school environment that accepts and integrates students regardless of legal status.. This study investigate how K-12 school leaders influence the school climate to enhance receptiveness for undocumented students, and the children of undocumented immigrants. Study findings come from a CTA of nine school leaders in K-12 schools in two urban districts in Texas along the U.S.-Mexico border. Findings demonstrate that leaders acted to increase student performance, sense of belonging at school, and to enhance student integration and participation in school as paths to a welcoming school climate. Their talk revealed they used practices and strategies to reduce barriers between home and schooling cultures.