Multilingual Program Disparities in California: Unveiling Inequities for Asian Students and Marginalized Communities

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Equity Issues in Multilingual Learner Education: Ways Forward (Table 8)

Abstract

This study explores the intersectional relationships between race, class, school, and community characteristics and their influence on the provision of multilingual programs in California public schools in light of the upcoming 50th anniversary of the Lau decision. Utilizing administrative data, the study examines school- and community-level features and their association with multilingual program availability. Key findings indicate a persistent invisibility of Asian students in schools regarding multilingual programs, with little correlation between their presence and program offering. Additionally, critical disparities in multilingual program access for low-income students are revealed, highlighting the intersectional issues between race and class. This research underscores the need for more equitable language policies to support racially minoritized and economically disadvantaged communities in California and the nation.

Authors

• Jongyeon Joy Ee, Loyola Marymount University

• Kenzo K. Sung, Loyola Marymount University