“I Don’t Want My Students to Get Deported!”: Preservice Teachers’ Sensemaking of Undocumented Status

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Transforming Teacher Education: Equipping Educators for Inclusive and Diverse Classrooms (Table 5)

Abstract

This paper explores preservice teachers’ sensemaking around undocumented status and the socialization factors that appear to influence their sensemaking. Analysis of interview data reveal three themes: (1) preservice teachers’ sensemaking of undocumented status ranged from blind/closeted to affirming to liability; (2) socialization factors influencing participants’ sensemaking included experiences with diversity, teacher education training, and anti-LGBTQIA and anti-Black education policy contexts; and, (3) without learning opportunities around undocumented status and immigration policies, participants relied on state education policies for beliefs about teaching undocumented students. Issues of theoretical, practical, and policy significance in teacher education for more humanizing school experiences for all students are discussed.

Author

• Jennifer M. Bondy, Arizona State University