“We don't talk about undocumented status…We talk about helping children”: How School Leaders Shape School Climate for Undocumented Immigrants

Emily Crawford


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.


Palabras clave

School leadership, immigration policy, undocumented students, discourse analysis

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DOI: http://dx.doi.org/10.17583/ijelm.2017.2840

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Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento 4.0 Internacional.

IJELM- International Journal of Educational Leadership and Management | ISSN: 2014-9018

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