Educational Leadership of Immigrants highlights the educational practices and discourses around immigration that intersect with policies and laws, in order to support K-12 students’ educational access and families’ participation in schooling. Drawing primarily on research from the fields of educational leadership and educational policy, this book employs a case study approach to address immigration in public schools and communities; school leaders’ responses to ethical dilemmas; the impact of immigration policy on undocumented students; and the varying cultural, sociopolitical, legal and economic contexts affecting students’ educational circumstances. This book prepares current and future educational leaders to adapt to the changing terrain of U.S. demographics, education, and immigration policy.
Special features include:
- case narratives drawn from real-life experiences to support the educational needs of immigrant students;
- teaching activities and reflective discussion questions pertaining to each case study to crystallize leaders’ knowledge and facilitate their comfort levels in practice;
- discussions of current challenges in education facing immigrant students, their families, educators, and school leaders, especially with changing immigration law.
Definition of Terms
Section I - School Leadership
1: Equity and Access for English Learners: Developing Inclusive Advanced Placement Programs
Chris Belcher and Sarah L. Hairston
2: Listening to African Muslim Girls: Schooling at the Intersection of Race, Religion, and Gender
Van Lac and Nathern S. Okilwa
3: "Anil, please tell your dad your report card is really good!" Language Brokering at Parent-Teacher Conferences
Lisa M. Dorner, Shu-Sha Angie Guan, and Dawn Thieman
4: Teacher Tensions: Addressing the Impact of Anti-Immigrant Discourse on Students
Chloe Latham Sikes and Andrea Chevalier
5: Translanguaging: Challenges and Opportunities for School Leaders
Dina López and Ofelia García
6: Standardized Testing and Mariachi: Dilemmas of a Culturally Sustaining Dual-Language Principal
Sandra Leu Bonanno, Adeli Ynostroza and, Eulogio Alejandre
7: When ICE Came to Town: Separating Families and Disrupting Educational Trajectories
Liliana E. Castrellón, Alonso R. Reyna Rivarola and Gerardo R. López
8: Creating a Welcoming Environment of Mental Health Equity for Undocumented Students
Germán Cadenas, Diana Peña, and Jesus Cisneros
9: UndocuCollege Access: Addressing Documentation Issues in the College Choice Process
Marco A. Murillo
10: The Paradoxical Implications of Deported American Students
Edmund T. Hamann and Jessica Mitchell-McCollough
Section I - Resources
Section II - Community Leadership
11: Balancing School Priorities on the Border: A Case of School Leadership in Immigrant Communities
David DeMatthews and Guadalupe Vela
12: How School Leadership Influences (and is Influenced by) Immigration
St. Claire Adriaan, Anthony H. Normore, and Jeffrey S. Brooks
13: A Principal’s Mission to Create Space and Inclusivity for Immigrant Students in a Predominately Latinx Charter School
Uzziel H. Pecina and Dea Marx
14: School Choice and Immigrants: Do Families Choose or Do Schools Choose?
Stephen Kotok and Elizabeth Gil
15: Negotiating Culturally Responsive Leadership in Remote Rural Settings
Maria Frankland, Andrea Mercado, and Catharine Biddle
16: Distributed Leadership in Schools with ‘Emergent Bilingual Leadership Teams’ for Collaborative Decision Making
Kate Menken and María Teresa (Maite) Sánchez
17: Innovating Practices in New Immigrant Destinations: A University-School District Partnership Focused on Family Engagement
Rebecca Lowenhaupt, Jason DelPorto, and Yvonne Endara
18: Mapping Just Borders of Distributed Leadership: Micropolitics of Engaging Undocumented Latinx Organizing in an Anti-Immigrant Climate
Samantha M. Paredes Scribner, Erica Fernández, and Michael D. Corral
19: Developing Inclusive and Multilingual Family Literacy Events at Diverse Schools
Edwin Nii Bonney, Lisa M. Dorner, Lina Trigos-Carrillo, Kim Song, and Sujin Kim
Section II - Resources
Section III - District Leadership
20: The Importance of Enrollment and Graduation Planning for Adolescent Newcomer English Learners
21: The Better Immigrant: Seeking Genuine Inclusivity of All Immigrant Youth
22: How Leaders Learn About the Needs of Immigrant Students in a Turbulent Time
Sarah L. Hairston, Emily R. Crawford, and Warapark Maitreephun
23: Organizing District-wide Change for Equity in a New Immigrant Destination
Megan Hopkins and Kristina Brezicha
24: Isolating or Inclusive? Educating Refugee Youth in American Schools
Jill Koyama, Khristina Haddad, and Sarah Yacoub
Section III - Resources
"This impressive corpus of two dozen cases will serve educational leaders across levels. Individually, the consistent and concise format makes each accessible and engaging. Collectively, the sweeping range of foci and contexts is certain to surprise, challenge, and most importantly, catalyze all educational leaders to boldly act to expand opportunities to learn for culturally and linguistically minoritized students."
- Martin Scanlan, Associate Professor, Department of Educational Leadership & Higher Education, Boston College
"Educational Leadership for Immigrants arrives just in time, as school leaders and educators are grappling to find the best ways to serve culturally, linguistically, and legally diverse students. This book provides readers with authentic, engaging, and thought-provoking case studies for K-12 administrators and pre-service leaders in leadership preparation programs to learn about diverse immigrant student populations. It’s an excellent resource for any educator striving to do what’s best for every child and family."
- Todd Whitaker, Distinguished Adjunct Professor, PK12 Leadership, University of Missouri-Columbia and Beth Whitaker, Assistant Teaching Professor, PK12 Leadership Program Coordinator, PK12 Leadership and Policy University of Missouri-Columbia
"Educational Leadership of Immigrants makes an important contribution at a critical time in our nation’s history. Chapters provide keen insight into the essential issues school leaders of immigrant students must navigate, including issues of language, culture, race, gender, community, religion and immigration politics and policy. Educational leadership scholars and practitioners will find this to be an informative and stimulating resource."
- Michelle D. Young, Executive Director, University Council for Educational Administration (UCEA), and Professor, Educational Leadership and Policy, University of Virginia
"This is the book the field needs now. With one in four students in the US the child of an immigrant, the future of our schools and our nation depends on the kinds of insights provided by this book. If you have one or more students who is the child of immigrants in your classroom, school or district (documented or undocumented) you need this book!"
- Patricia Gándara, Research Professor, Education, and Co-Director Civil Rights Project, UCLA
"I am so grateful for this new, incredibly useful and insightful collection of case studies targeted at leadership development for immigrant and refugee students! There are examples from around the country, written in an engaging and completely approachable way, each one grounded in clear coverage of current research and followed by thought-provoking and incisive discussion questions and activities. The vignettes provide vivid windows into the life stories of immigrant/refugee students and families, the structures of inequality that plague our schools and schooling systems, and the dilemmas of practice for leaders struggling to right these wrongs and serve these brave students. Fantastic work - Bravo!"
- Deb Palmer, Professor and Program Chair, Educational Equity and Cultural Diversity, University of Colorado-Boulder
"Impressive for its depth and breadth, this terrific collection of case studies offers evidence-based best practices to provide schools and school leaders a unique roadmap for addressing a broad range of immigration-related challenges. Educational Leadership of Immigrants is a must-read for educators and policy makers alike."
- Roberto G. Gonzales, Professor of Education, Harvard University