"WE DON'T TALK ABOUT UNDOCUMENTED STATUS…WE TALK ABOUT HELPING CHILDREN": HOW SCHOOL LEADERS SHAPE SCHOOL CLIMATE FOR UNDOCUMENTED IMMIGRANTS

Autores/as

  • Emily Crawford University of Missouri, Columbia
  • Noelle Witherspoon Arnold The Ohio State University

https://doi.org/10.17583/ijelm.2017.2840

Palabras clave:


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.


 

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Biografía del autor/a

Emily Crawford, University of Missouri, Columbia

Assistant Professor

Department of Educational Leadership and Policy Analysis

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2017-07-16

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Crawford, E., & Witherspoon Arnold, N. (2017). "WE DON’T TALK ABOUT UNDOCUMENTED STATUS…WE TALK ABOUT HELPING CHILDREN": HOW SCHOOL LEADERS SHAPE SCHOOL CLIMATE FOR UNDOCUMENTED IMMIGRANTS. International Journal of Educational Leadership and Management, 5(2), 116–147. https://doi.org/10.17583/ijelm.2017.2840

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