Nested Contexts of Reception and K–12 Schools: Addressing Immigration Status

Scholarship on the intersection between immigration, legal status, and education has grown over the past decade. Given that schools are intended to be purveyors of democratic values, schools represent an ideal context to examine how immigration and legal status are considered in a community that aim...

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Autores principales:	Marco A. Murillo, Karen Hunter Quartz, Leyda W. Garcia, Christine Abagat Liboon
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	Education L
Acceso en línea:	https://doaj.org/article/21b34b2c4244401483fa9f5fd67877c2
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spelling	oai:doaj.org-article:21b34b2c4244401483fa9f5fd67877c22021-11-03T22:03:28ZNested Contexts of Reception and K–12 Schools: Addressing Immigration Status2332-858410.1177/23328584211056344https://doaj.org/article/21b34b2c4244401483fa9f5fd67877c22021-11-01T00:00:00Zhttps://doi.org/10.1177/23328584211056344https://doaj.org/toc/2332-8584Scholarship on the intersection between immigration, legal status, and education has grown over the past decade. Given that schools are intended to be purveyors of democratic values, schools represent an ideal context to examine how immigration and legal status are considered in a community that aims to support the academic and social success of all students This study investigates how members of an urban, K–12 school community in California addressed immigration issues over nearly a decade-long period. The study details three ways in which the school addressed immigration status issues across time. They include college-going supports, addressing newcomer/unaccompanied students’ needs, and delivery of legal services. The study’s implications highlight how K–12 schools can address immigration issues in intentional, ethical, and supportive ways.Marco A. MurilloKaren Hunter QuartzLeyda W. GarciaChristine Abagat LiboonSAGE PublishingarticleEducationLENAERA Open, Vol 7 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education L
spellingShingle	Education L Marco A. Murillo Karen Hunter Quartz Leyda W. Garcia Christine Abagat Liboon Nested Contexts of Reception and K–12 Schools: Addressing Immigration Status
description	Scholarship on the intersection between immigration, legal status, and education has grown over the past decade. Given that schools are intended to be purveyors of democratic values, schools represent an ideal context to examine how immigration and legal status are considered in a community that aims to support the academic and social success of all students This study investigates how members of an urban, K–12 school community in California addressed immigration issues over nearly a decade-long period. The study details three ways in which the school addressed immigration status issues across time. They include college-going supports, addressing newcomer/unaccompanied students’ needs, and delivery of legal services. The study’s implications highlight how K–12 schools can address immigration issues in intentional, ethical, and supportive ways.
format	article
author	Marco A. Murillo Karen Hunter Quartz Leyda W. Garcia Christine Abagat Liboon
author_facet	Marco A. Murillo Karen Hunter Quartz Leyda W. Garcia Christine Abagat Liboon
author_sort	Marco A. Murillo
title	Nested Contexts of Reception and K–12 Schools: Addressing Immigration Status
title_short	Nested Contexts of Reception and K–12 Schools: Addressing Immigration Status
title_full	Nested Contexts of Reception and K–12 Schools: Addressing Immigration Status
title_fullStr	Nested Contexts of Reception and K–12 Schools: Addressing Immigration Status
title_full_unstemmed	Nested Contexts of Reception and K–12 Schools: Addressing Immigration Status
title_sort	nested contexts of reception and k–12 schools: addressing immigration status
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/21b34b2c4244401483fa9f5fd67877c2
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Nested Contexts of Reception and K–12 Schools: Addressing Immigration Status

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