Volume 111, Number 3, 2009
This introduction to the special issue lays out a framework for the articles to follow by outlining the ways in which the governance structures of education—from national authorities that set federal policy, down to individual schools and administrative practices—shape the opportunities open to children of immigrants. The authors outline some of the main features of educational governance and discuss their relevance to the education of immigrants. It concludes with an overview of the articles in the issue.
This article presents a demographic overview of school-age children in immigrant families and compares them with their peers in native-born families. After tracing the shift in the national origins of children of immigrants that has taken place over the past century, we consider the new challenges and opportunities presented to the education system by the socioeconomic, cultural, and religious diversity of this new and growing population of students and by their presence in a growing number of suburban and rural, as well as urban, communities.
In this article, we determine whether the greater presence of Latinos on school boards in California is related to greater representation of coethnics among educational administrators and teachers. We then examine if there is any relationship between greater representation in the educational bureaucracy, and more favorable educational outcomes for Latino students.
This article focuses on the educational needs of migrant youth and the services provided to these youth by the federally funded Migrant Education Program. The analysis centers on the nature of the relationships that develop between migrant students and migrant teachers, including the teachers’ multiple roles as mentors, counselors, advocates, and role models, and on the kinds of support needed to help low-income children of immigrants navigate successfully through high school.
The role of relationships in mediating immigrant newcomers’ academic engagement and performance is examined using a mixed-methods approach.
This article attempts to explain the role that education policy has played in the chronically low academic performance of English learner and immigrant students. It compares the different approaches to education and outcomes for English learners in Texas and California and examines the role of federal policy in shaping state policies.
Using mixed methods data collected for the Immigrant Second Generation in Metropolitan New York Study (ISGMNY), this article investigates how new immigrant and native-born communities use the Catholic system and the benefits they derive from it.
This article is a case study of immigrant education battles in California, centering on the 1998 ballot initiative designed to end bilingual education. The case study illustrates the role that advocates and organizing play in establishing and protecting rights of educational access, in mediating the impacts of exclusionary campaigns and policies, and in seeking to build the models, programs, and policies that define the experiences of immigrants in schools.
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