Equitable School Colorations With Mexican Migrant Families in Rural Idaho: “Podemos Ayudar a las Familias, que Pienso lo Estoy Haciendo” [We Can Help the Families, Which I Think I Am Doing]

• In Event: Precarious Places: Navigating Educational and Social Challenges for Latinx Communities

Abstract

Today, Hispanic children, mostly of Mexican heritage, make up approximately 19% of Idaho’s K-12 school enrollment while accounting for 40% of the enrollment growth in the previous six years (Moore et al., 2024). This study aims to examine the practices and engagement of Mexican migrant parents in a rural school district in Idaho. Through a cultural-historical lens (Gutierrez and Rogoff, 2003) and Chicana feminist epistemologies (Delgado Bernal, 1998) we share the testimonios of two mothers, Sofia and Amalia. Findings in this study shed light on ways schools can imagine and enact just education renewal through equitable and inclusive practices that center parents' and families' linguistic and cultural repertoires.

Authors

• Eulalia Gallegos Buitron, Oregon Department of Education

• Mariza Fernandez, Homedale School District #370