Supporting Immigrant Families During COVID-19: How One Community School Created Equitable Systems of Support

• In Event: AERA Roundtable Sesion 4
  In Roundtable Session: Experiences in Marginalized Communities During the Pandemic: Lessons From Students and Families (Table 9)

Abstract

Limited research has focused on the ways in which K-12 schools can address immigration and documentation issues given the sensitivity of issues related to legal status. Community schools are situated to address these issues through integrated student supports and equity-minded approaches that engage community members and organizations in the struggle for educational change and equity. This study focuses on the process in which a school is integrating student supports (ISS)--namely, an immigrant family legal clinic--in their communication and workflow. It highlights how the pandemic has shaped a referral process between the school and surfaces an emerging integrated data system designed to strengthen monitoring, tracking and evaluation of ISS related to legal services and immigration.

Authors

• Christine Abagat Liboon, University of California - Los Angeles

• Marco A. Murillo, Santa Clara University

• Karen Hunter Quartz, University of California - Los Angeles