61.034 - Policies and Practices for Teaching Undocumented Youth and Families: Implications for Schools and Teacher Education

Session Type: Invited Speaker Session

Abstract

In a “Post-Truth” era, undocumented youth, families and communities are continuously and increasingly vulnerable to hyperconservative educational policies and mandates that limit access and opportunities. Plyer vs. Doe guarantees a public education to all students, regardless of immigration or legal status. Teachers must be prepared to address the academic, linguistic, and social needs of undocumented youth. Furthermore, there are an estimated 20,000 DACA teachers who are uniquely qualified to understand and support undocumented youth. Papers in this session will provide an overview of today’s K-12 undocumented youth, their experiences in schools, the impact of social studies curriculum, and recruiting, retaining and supporting teachers who have DACA status. Implications for schools and teacher education will be discussed.

Sub Unit

• Division K - Teaching and Teacher Education

Chair

• Tracey Terece Flores, The University of Texas at Austin

Presenters

• William Perez, Loyola Marymount University

• Marco A Murillo, Santa Clara University

• Dafney Blanca Dabach, University of Washington - Seattle

• Vanessa Segundo, University of California - Davis

Papers

• DREAMzone, UndocuAlly, and UndocuPeers: Reducing Stigma and Prejudice via Educational Interventions - Jesus Cisneros, University of Texas at El Paso

Discussant

• Margarita Jimenez-Silva, University of California Davis