Educational Justice for Undocumented Students: How School Counselors Encourage Student Persistence in Schools

Autor/inn/en	Crawford, Emily R.; Valle, Fernando
Titel	Educational Justice for Undocumented Students: How School Counselors Encourage Student Persistence in Schools
Quelle	In: Education Policy Analysis Archives, 24 (2016) 98, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Undocumented Immigrants; Academic Persistence; School Districts; School Counselors; Case Studies; Counseling Techniques; Counselor Attitudes; Elementary Secondary Education; Specialists; Advocacy; Social Justice; Poverty; Homeless People; Commuting Students; Psychological Patterns; Texas + Suchen Sie Ihr Suchwort? Illegaler Aufenthalt; School district; Schulbezirk; School counselor; Beratungslehrer; Pädagogischer Berater; Case study; Fallstudie; Case Study; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Sozialanwaltschaft; Soziale Gerechtigkeit; Armut; Homeless person; Homeless persons; Obdachloser; Pendler
Abstract	School counselors are critical intermediaries in K-12 schools who can help students from undocumented immigrant families persist in school. Yet, a dearth of research exists about their advocacy work, or the range of efforts they make to support unauthorized youth. This paper asks, (1) what challenges do counselors face and strive to overcome to promote undocumented students' persistence in school?; and (2) what strategies do counselors use to encourage students to persist? Data come from an embedded case study with seven school counselors and a family intervention specialist in two Texas school districts on the U.S.-Mexico border. The findings revealed that two of participants' biggest challenges in terms of student persistence--and their strategies to help--related to complexities arising from students commuting across the border to school and students' transient living situations. Despite participants networking on behalf of students and families, forming partnerships and seeking services for students and families, counselors recognized limits to their efforts. Policies impeded their assistance, and events that were out of their control inhibited them from potentially acting as empowering agents for students in critical ways. While counselors can develop strong, trusting school-student partnerships to encourage student persistence, more research must explore how school leaders can act as empowerment agents and build capacity to serve newly arrived or undocumented families. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01