The U.S. immigration system has not escaped the challenges presented by the COVID-19 pandemic. Concerns have been raised about policy changes, enforcement actions, immigrant detention, and deportation practices during the outbreak. In response, dozens of lawsuits have been brought against the government on behalf of undocumented immigrants and detainees, ranging from the conditions of ICE detention facilities to the public charge rule. While most cases continue to move through the federal court system, a number of district court judges have already ruled in favor of the plaintiffs. This paper focuses on three particular areas of immigration policy and practice during COVID: ICE enforcement actions, immigrant detention, and deportations. We summarize the current state of extant data and evidence on each of these and examine questions that remain for further research.

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Over the past twenty years, scholarly research on the disproportionate control, surveillance, and punishment of racial/ethnic minority students within U.S. public schools have indicated that these youth are subject to greater levels of violence and bullying. Many scholars have conceptualized the term “youth control complex.” This term references the hyper-criminalization of racial and ethnic minority youth across the U.S., which leads to greater levels of over-policing, surveillance, and punishment in U.S. public schools with large populations of racial and ethnic minority students. Using the 2015–2016 School Survey on Crime and Safety (SSOCS) data, this study addresses two major research questions. First, do racially/ethnically segregated schools have higher rates of policing, surveillance, and punishment? Second, do policing, surveillance, and punishment within segregated schools moderate the rate of bullying? Our findings indicate that majority-Black and majority-Latina/o/x schools do in fact experience hyper-criminalization in U.S. public schools in comparison to majority-White schools. Yet, these increased crime control and punishment efforts in majority-Black and majority-Latina/o/x schools do not have a significant impact on the rate of bullying. Moreover, our findings highlight the educational inequities between majority-Black, majority-Latina/o/x, and majority-White schools.

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In this Editorial Feature Review, we reached out to senior race/racism and ethnicity scholars who have theoretically, epistemologically, and empirically contributed in major ways to what we now call the sociology of race and ethnicity. We wanted to pay our respects to these mothers and fathers of the discipline and the gifts that they have given our discipline over their careers. Our review was guided by a set of six key questions that cover their views of the field in the early parts of their careers, their experiences along the way, their views of what is going on now in the discipline, and their advice and suggestions to those currently practicing sociologies of race and ethnicity. We highlight eight major lessons from central scholars who have inspired generations of academics and whose leadership, mentorship, and scholarship, will never be forgotten.