Preparation and Experiences of New Teachers in the Sociopolitical Context of Heightened Immigration Enforcement

• In Event: The Influence and Construction of Teacher Preparation Policies

Abstract

Teachers are expected to possess the knowledge and skills to support students, even when students are impacted by events and challenges outside of school. For teachers of immigrant-origin students and their peers, one challenge is maintaining a high-quality education and providing support in times of heightened immigration enforcement. This study examines whether new teachers from seven TPPs experienced the impacts of immigration enforcement and felt prepared to support students who were impacted. Using data collected from teachers in preservice and after one year of teaching, results suggest that teachers report immigration enforcement negatively impacted their students and their job satisfaction. Discussion of immigration policy and engagement with immigrant families in preservice was linked with teachers’ feelings of preparedness to support students.

Author

• Jacob Kirksey, Texas Tech University