“We don't talk about undocumented status…We talk about helping children”: How School Leaders Shape School Climate for Undocumented Immigrants

Abstract

The racial/ethnic tensions, policies, and practices in society can be mirrored in spaces and institutions like schools. In schools, sociopolitical discourses can be reproduced and protected in institutional policies. One way K-12 leaders can initiate change and limit marginalization of students is by creating a school environment that accepts and integrates students regardless of legal status. This study investigates how K-12 school leaders influence the school climate to enhance receptiveness for undocumented students and the children of undocumented immigrants. Study findings come from a Conversation/Talk Analyis (CTA) of nine school leaders in K-12 schools in two urban districts in Texas along the U.S.-Mexico border. Findings demonstrate that leaders acted to increase students' performance, sense of belonging at school, and their integration and participation in school as paths to producing a welcoming school climate. Leaders' talk revealed they used practices and strategies to reduce barriers between home and schooling cultures.