Teachers' Conceptualizations of Undocumented Status, Students, and Their Role: A LatCrit Perspective

• In Event: Moscone Center West Roundtable Session 5
  In Roundtable Session: Striving for Humanization: Teachers' Work With Marginalized Youth

Abstract

Studies evidence educators’ key role in shaping undocumented students’ schooling experiences and outcomes, but few have examined educator perspectives, instead focusing on the student perspective. This phenomenological study sought to extend the growing body of literature concerned with undocumented youth’s schooling experiences by exploring how racist nativist discourses may influence teachers’ sensemaking of undocumented immigrants, undocumented students, and their role relative to these students. Interview data from twelve K-12 teachers revealed racist nativist discourse variably shaping their sensemaking. Specifically, participants’ conceptualizations of undocumented immigrants, undocumented students, and their role relative to these students seemed largely influenced by unexamined sociopolitical privilege which resulted in an implicit taking up of racist nativist discourse. Implications for teacher education and professional development are discussed.

Author

• Chelsea Connery, University of Connecticut - Storrs