The purpose of this case study was to describe the ways in which being an undocumented immigrant impacted Latina mothers’ relationships with their Midwestern urban public Dual Language elementary school. Specifically, I researched the way citizenship status influenced their sense of belonging, their ability to participate in the school community, and their ability to form relationships. Additionally, the case study worked to identify and suggest ways in which schools could support undocumented families. The primary source of data for this study came from the in-depth interviews conducted with each of the five participants. Field notes were gathered using an observation instrument, and artifacts and documents from the school were also collected. The data showed that parent engagement was promoted with school, teacher, and administrator strategies, as well as with documentation sent home to families. Staff attitudes and practices regarding undocumented families, as well as the value the school placed on bilingualism were themes that impacted an undocumented mother’s sense of belonging. Data gave evidence that there were barriers for undocumented families as they tried to participate at their school. Specifically, the parent participant wanted to be in the Parent Mentor Program, but could not due to the district’s background check policy. Themes that impacted how undocumented Latina mothers formed relationships within their school included various barriers, the race and ethnicity of the teachers, as well as a teacher’s language abilities. Still, data found that school programming and the school community helped undocumented parents form relationships. Recommendations for schools will be included.
|Commitee:||Hyde, Andrea, Delany-Barmann, Gloria|
|School:||Western Illinois University|
|Department:||Educational and Interdisciplinary Studies|
|School Location:||United States -- Illinois|
|Source:||MAI 82/1(E), Masters Abstracts International|
|Subjects:||Bilingual education, Education Policy, Hispanic American studies|
|Keywords:||Dual language, Education, Education policy, Immigration, Parent engagement, Undocumented Immigrants|
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