Education Policies and the Structural Exclusion of Newcomers Immigrant Students in California

• In Event: Language, Borders, and Belonging: Multilingual Futures and Immigrant Students

Abstract

In this multiple case study of two junior high schools in California whose population of newcomer immigrant students dramatically increased over the course of the past three years, I explore the ways that federal-, state-, district-, and school-level policies and practices promote or impede newcomer immigrant students’ social, cultural, and educational integration and inclusion. Combining document analysis, interviews, and participant observation in classrooms, the study provides an in-depth look into the educational policies and structures that shape educators’ work and newcomer immigrant students’ opportunities and experiences in school. Moreover, drawing on student, teacher, and administrator interviews, I highlight these various stakeholders’ perceptions of what is working well and the structural and policy barriers they view as hindering newcomer student success.

Author

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