“We don't talk about undocumented status…We talk about helping children”: How School Leaders Shape School Climate for Undocumented Immigrants

Crawford, Emily R.; Arnold, Noelle Witherspoon

doi:10.17583/ijelm.2017.2840

Cited by 16 publications

(6 citation statements)

References 53 publications

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“…Author 1 is a white, female professor who teaches in an educational leadership program and her scholarship addressed how educational leaders perceive and consider providing equal educational access to undocumented students (Crawford & Witherspoon Arnold, 2017). Given the differences in her background and privileges with those who participate in the research she conductions, Author 1 has written memos to unpack and critique the rights, power, and privileges she has received as a U.S. citizen and her access to educational opportunities.…”

Section: Methodsmentioning

confidence: 99%

“…Scholars refer to the intertwining of immigration system and law enforcement as the “crimmigration system.” The crimmigration system reflects and connects the racialization and criminalization of Latinx persons and immigration status (Rodriguez, 2020). When school personnel, including principals, counselors, teachers, and support staff lack inclusive training and critical leadership, advocating for students in border contexts may be even more difficult (Crawford & Witherspoon Arnold, 2017; López et al, 2006). Adolescents’ relationships with educators like teachers, counselors, and other educators are integral to students’ ability to adapt to the academic and social facets of schools (Pianta, 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Leadership and acts of leadership are not confined to only those with an administrative title. Educators across different positions are well situated to enact leadership and advocate for school-age, immigrant students in the U.S.–Mexico border (Crawford & Witherspoon Arnold, 2017). Research has explored leadership within a border context and the experiences and identity development of transnational youth (Cervantes-Soon & Carrillo, 2016; DeMatthews & Izquierdo, 2018b, 2020).…”

mentioning

confidence: 99%

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Culturally Responsive Leadership for Latinx Immigrant Students: Advocacy in a U.S.–Mexico Border Alternative School

Crawford

Aguayo

Valle

2022

Journal of School Leadership

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Educators on the U.S.–Mexico border work with students’ intricate lived experiences while striving to provide them with an equitable education. For Latinx immigrant students, school discipline is a significant component of the broader educational experience. Nonconformity to US schooling norms and policies may lead to students being sent to alternative schools. In this paper, we explore how educators in an alternative school in Texas on the U.S.–Mexico border enacted advocacy for students. Our research questions ask (1) what relationships or traits facilitate or constrain leaders’ advocacy to assist Latinx immigrant students in obtaining a quality education? and (2) what policies and structures facilitate or constrain leaders’ advocacy to assist Latinx immigrant students in obtaining a quality education? Research for this paper comes from an embedded case study, focusing on one principal and six other educators in one K-12 borderland alternative school in Texas. Culturally responsive school leadership (CRSL) practice frames the work conceptually. Study results reveal the principal and her staff experienced challenges but worked within the realities of the border, utilized critical discretion and courage in response to policy, and strengthened family and community relationships to reduce social and educational barriers for transnational students and families. The study demonstrates that increased professional responsibility among all organizational members is key for the safety, well-being, and inclusion of all students. Schools must develop individual capacity to participate in leadership processes to confront the numerous challenges that limit immigrant students’ equal educational access.

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Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

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Culturally Responsive Leadership for Latinx Immigrant Students: Advocacy in a U.S.–Mexico Border Alternative School

Crawford

Aguayo

Valle

2022

Journal of School Leadership

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“…Pendidikan memiliki peranan penting dalam kehidupan manusia. Pendidikan bukan sekedar transformasi pengetahuan, tetapi juga nilai-nilai sikap dan moral untuk meng-hasilkan generasi pemimpin yang berkarakter Crawford and Arnold (2017) yang bersumber pada nilainilai agamanya. Peran visi, misi yang telah dibuat sekolah serta berbagai program yang dilakukan adalah sebagai dasar dan arah guna menginternalisasi pada proses pembelajaran Mombourquette (2017).…”

Section: Pendahuluanunclassified

Application of Child Friendly Schools Through the Hizbul Wathan Scouting Movement To Form Elementary Student Leadership Character

Fahyuni

Fauji

Addaa'i

2020

halaqa

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The child-friendly schools through the Hizbul Wathan movement in SD Muhammadiyah Candi 1 Sidoarjo aims to the leadership character is healthy, knowledgeable and moral. Technique collection data use the method of observation, interviews, and documentation supported by triangulation of sources and strategies. The implementation of Hizbul Wathan movement is divided into 5 stages, including: (a) the planning stage, (b) the organizing stage, (c) the implementation phase, (d) the monitoring and evaluation, and (e) the follow-up. The results that inculcation of leadership character integrated into the values of Al Islam and Kemuhammadiyahan was able to teach the values, rules, norms in every life in society.

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“…Education has an essential role in human life. Education is not just a transformation of knowledge, but also the values of attitudes and morals to produce a generation who have characters [3] Based on religion. The role of vision and mission had been various programs act as a basis and direction for internalizing the learning process [4].…”

Section: Introductionmentioning

confidence: 99%

Child-Friendly Through Hizbul Wathan in Indonesia Muhammadiyah School

Fahyuni¹,

Arifin²

2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

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This article aims of child-friendly schools through Hizbul Wathan to learners are healthy, knowledgeable, noble character, and be a cadre of leaders. This is qualitative research used data on interviews, observation, and documentation of sources and methods triangulation. Concept of Hizbul Wathan based child-friendly emphasize the right of children to get quality education integrated with islamic values to change their ways of thinking and attitudes. Hizbul Wathan be able to build the character of growing responsibility, independence and honesty in daily activities. The child-friendly school through Hizbul Wathan integrated values al Islam and muhammadiyah to teach values, rules, norms in their lives.

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“We don't talk about undocumented status…We talk about helping children”: How School Leaders Shape School Climate for Undocumented Immigrants

Cited by 16 publications

References 53 publications

Culturally Responsive Leadership for Latinx Immigrant Students: Advocacy in a U.S.–Mexico Border Alternative School

Culturally Responsive Leadership for Latinx Immigrant Students: Advocacy in a U.S.–Mexico Border Alternative School

Application of Child Friendly Schools Through the Hizbul Wathan Scouting Movement To Form Elementary Student Leadership Character

Child-Friendly Through Hizbul Wathan in Indonesia Muhammadiyah School

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