An Expanded Framework for Preparing Teachers to Educate Children of Immigrant Backgrounds

• In Event: Preparing Educators for Culturally Responsive Teaching

Abstract

In this paper, we propose an expansion of A. Lin Goodwin’ framework for preparing teachers to educate immigrant students. Specifically, we argue that rather than restricting the framework to those students who themselves are newcomer immigrants, educators working in K-12 schools in the U.S. today must understand the experiences of immigrant-origin students—that is, students with at least one immigrant parent—given the share of students who themselves are U.S. born but are growing up in immigrant-led households. We propose four additional aspects of first- and second generation immigrant-origin students’ lives that teachers should know about given their influence on these young people’s social-emotional development, academic trajectories, identities, and sense of belonging in schools and society.

Authors

• Carolyn Sattin-Bajaj, University of California - Santa Barbara
  Presenting Author

• Juan Ulises Barrera Alcazar, University of California - Santa Barbara
  Presenting Author

• Damhee Dee Dee Hong, University of California - Santa Barbara
  Presenting Author

• Lupita Romo-González, University of California - Santa Barbara
  Presenting Author

• Jing Su, University of California - Santa Barbara
  Presenting Author