Forging an Identity as a Transfronterizo Student in the Context of Neoliberalism and English Language Learning at the U.S.-Mexico Border

Dirty care in the transfronterizo experience: Walking with Mexicali/Calexico teachers through their youth

“…Representing the other end of the spectrum of concerns in the present inquiry, research on the transfronterizo experience has focused on students' identity (Cervantes‐Soon, 2017; O'Connor, 2019; Relaño Pastor, 2007), home and school connections (De la Piedra, Araujo, and Esquinca, 2018; Gallo and Link, 2015; O'Connor, 2018), language and literacy practices (Bach, 2020; De la Piedra and Guerra, 2012; Dutro and Haberl, 2018; Nuñez and Urrieta, 2021; O'Donnell, 2022), and the role of United States immigration documentation in shaping the education, employment, and migration decisions of young people (Gallo, 2021). These studies highlight the skill sets and cultural knowledge that transfronterizo students adopt or adapt as border crossers, the aptitudes they bring to academic activities, and how their language capabilities affect their success in United States schools.…”