On the Educational Rights of Undocumented Students: A Call to Expand Teachers’ Awareness of Policies Impacting Undocumented Students and Strategic Empathy

Abstract

Background/Context Undocumented and DACAmented students face substantial restrictions in higher education as well as in U.S. society. Though there has been significant research on the effects of these policies on the lives and educational outcomes of immigrant students, including how undocumented students are accessing higher education, there is less understanding of K–12 teachers’ awareness of these policies and their attitudes toward these policies. This is especially true in regard to aggregated, nationwide quantitative research. Purpose The purpose of this study is to examine the awareness of teachers nationwide toward the educational experiences and policies of immigrant students, their awareness of false immigration narratives, and teachers’ attitudes toward education policies for immigrant students. In addition, the relationship between teachers’ awareness and attitudes was analyzed. This research is relevant because the awareness of teachers toward the educational experiences of immigrant students is central to cultivating strategic empathy. Similarly, an understanding of the sociopolitical realties of immigrant students, particularly those with an undocumented status, is necessary to advocate for and fulfill students’ educational needs. Furthermore, teachers’ attitudes and beliefs toward educational policies for immigrant students are fundamental because they may reflect on more implicit attitudes of teachers toward immigrant and marginalized populations. Research Design The study is based in a correlation quantitative design that explored the relationship between awareness and attitudes. The research centers on a study of K–12 teachers (N = 5,190) from across all regions of the United States. The instrument measuring awareness and attitudes was designed and validated by the authors. The analyses revealed that overall, there was a relatively strong awareness of educational policies for immigrant students and identification of false immigration narratives. However, several areas of unawareness were especially notable, particularly related to the Deferred Action for Childhood Arrivals (DACA) program and the ease of the immigration system. The attitudes of teachers toward educational policies for immigrant students leaned in a more positive direction overall. Additionally, the analysis revealed a significant correlation between awareness of educational policies and attitudes (r = .170, p = < .001) and a stronger correlation between awareness of false immigration narratives and attitudes (r = .579, p = < .001). Conclusions From these data, the authors call for an expanded view of teachers’ awareness in the form of what is conceptualized as sociopolitical strategic empathy. Implications of the data speak to the dangers of ill-prepared teachers and how their lack of awareness impacts attitudes toward undocumented students/lack of inclusive views toward rights.

“Immigration Knocks on the Door . . . We Are Stuck . . .”: A Multilevel Analysis of Undocumented Youth’s Experiences of Racism, System Failure, and Resistance in Policy and School Contexts

“…However, I centered youth as experts of their experience and interrogated power differentials among us. I learned the policy landscape they navigated and shared research with them to help them advocate for their educational rights (Rodriguez & McCorkle, 2020).…”

“…The data collection process involved extensive fieldwork at the two school sites from 2015 to 2018. The data sources included: (1) field notes from approximately 800+ hours of participant observations at two Title I high schools; (2) semistructured group and individual interviews with undocumented Latinx youth ( n = 63); (3) semistructured interviews with district personnel who worked with language learners, teachers, and school principals; (4) questionnaires related to policy awareness and immigrants’ rights; (5) student artifacts such as their projects in classes; (6) a statewide survey of public school teachers’ awareness of policies impacting undocumented students (Rodriguez & McCorkle, 2019, 2020); and (7) discourse analysis of state-level policies impacting undocumented immigrants (Rodriguez, 2018; Rodriguez & Monreal, 2017).…”

“…Teachers’ levels of support for undocumented students can be based on either their awareness of policies impacting these youth or the constraints teachers face within their schools and states (Rodriguez & McCorkle, 2020). Research by Mangual Figueroa (2011) and others (Jefferies & Dabach, 2014; Rodriguez & Monreal, 2017) asserts that the Plyler v. Doe (1982) ruling, while guaranteeing K-12 educational access, leads to contexts in which educators do not inquire about students’ or families’ legal status.…”

Safety and Belonging in Immigrant-Serving Districts: Domains of Educator Practice in a Charged Political Landscape

“…4 On the other hand, some have documented how leadership practices can foster more collective school or systemwide responses (Crawford, 2017; Hopkins et al, 2021; Jaffe-Walter & Lee, 2018; Lowenhaupt & Reeves, 2015). To date, research in this area has largely consisted of small-scale qualitative case studies, with a few notable exceptions (e.g., S. Rodriguez & McCorkle, 2020; Umansky et al, 2020).…”

“Immigration Enforcement Is a Daily Part of Our Students’ Lives”: School Social Workers’ Perceptions of Racialized Nested Contexts of Reception for Immigrant Students

“…SSWs’ perceptions of other contexts of reception—at city, state, or federal levels—matter for the educational outcomes of the immigrant students in their school. Their perspectives build on previous research about how educators’ awareness and perceptions of immigration policy influences decision making and actions (Rodriguez & McCorkle, 2020).…”