Undocumented immigration in the United States: Historical and legal context and the ethical practice of school psychology

Abstract

Anti-immigrant sentiment, policy, and practice are deeply rooted in the US tradition. Because of this, a series of laws have been passed to restrict immigration, which has resulted in millions of children and families being designated as “undocumented”. These individuals reside in the US, yet do not receive the same protections as citizens. Schools, however, have historically been supportive institutions for undocumented children because of various laws and court decisions that uphold their access to a free and appropriate education. Various barriers exist to the successful implementation of these laws and they are often not followed. School psychologists, as professionals with an ethical responsibility to advocate for the well-being of all students and families—regardless of their immigration status—can help overcome these barriers. This article first reviews the historical and legal context surrounding undocumented immigration in the US as it impacts public K-12 education. Second, it details how ethical standards influence the applied practice of school psychology when working with undocumented students and families. Finally, it concludes with a brief discussion on resolving legal and ethical dilemmas.

Teaching Emergent Bilinguals: How In-service Teachers’ Perception of First Language Acquisition Theories Inform Practice

“…Guided by self-reflection and in-depth discussions, spaces were created for participants to meaningfully engage in dialogue about race, culture, and ethnicity in order to create inclusive classroom cultures and effective teaching for a diversity of student populations (Ladson-Billings & Tate, 1995;Pirbhai-Illich et al, 2017). Moreover, institutions and school districts are also responsible for providing support through curriculum planning, pedagogy, and policy interventions to ensure socially just and inclusive classrooms for all learners (Nieto, 1999;Pirbhai-Illich et al, 2017;Sulkowski & Wolf, 2020). The findings of this study also reflect the notion that teacher education programs and critical professional development (PD) courses are instrumental in fostering understanding and robust pedagogical mindsets and preparing teachers to meet the needs of emergent bilinguals.…”

Critical Understanding of English Learners: Experience and Practice of Educators in a Professional Development Course

“…Guided by the framework of CSP and LRT, pre‐and in‐service teachers and educators must be adequately equipped with this critical mindset to educate ELs. Particularly important, which is reflected in our findings, is that the success of creating such a socially just classroom that works toward the education and development of all students does not only rest on preparing critically conscious teachers but also on support through institutions and districts concerning policy, curriculum planning and pedagogy (Pirbhai‐Illich, Pete, & Martin, 2017; Sulkowski & Wolf, 2020). Therefore, teachers can potentially benefit from PD centered on culturally and linguistically responsive pedagogy.…”