Students’ relationship with teachers is a building block toward student progress and success. Little is known, however, about the relationships the children of immigrants have with their teachers, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S. schools. Analyses, which draw from the public-use Educational Longitudinal Study of 2002 and multiple regression analyses, indeed reveal imperative findings. Most notably, first-generation immigrant students report having strong relationships with teachers, but that relationship steadily deteriorates across immigrant generations. This article also discusses the importance of understanding the schooling of the children of immigrants in this nation’s educational system.

Drawing from interview data collected from high school students in Broward County, Florida, this article explores how eight adolescent Latinas understand citizenship and belonging vis-à-vis circulating images and discourses on Latina/o immigration, immigrant, and Latina. The author examines Latina youths’ citizenship identities and belonging using the conceptual frameworks of transnationalism, cultural citizenship, and hyphenated selves. The author demonstrates how first-, second-, and third-generation Latina youths’ citizenship identities and belonging are continuously shaped by dominant discourses and stereotypical images while at the same time are responses that modify, resist, or echo these discourses and images. The insights of the adolescent Latinas point to theoretical and practical implications that could improve citizenship education in the context of globalization and transnational migration.

The U.S. Center for Disease Control and Prevention has stressed that school violence is a top public health concern due to long-lasting detrimental effects on students’ physical health and emotional well-being. Thus, funding and the implementation of school safety policies and programs have increased over the years because schools are contexts of socialization that directly influence development, educational progress, and life-course trajectories. It is also evident that vulnerable and marginalized youth, such as the children of immigrants, are more likely to attend disadvantaged, violent, and disorderly schools. There is some question, however, if a “one-size-fits-all” approach toward making schools safe can be realized without considering the distinct vulnerabilities that the children of immigrants face in school. In this article, we present, depict, and discuss how immigration could matter in school safety efforts. We also make an argument for future criminological research to assess if school policy efforts are indeed providing healthy and safe learning environments for all students, including the children of immigrants.

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