What about the Children?

Photo by MCML ➖XXXIII (steal my _ _ art) found on Unsplash

Immigration is once again the center of U.S political debates. As a first generation immigrant, my feelings and emotions about this topic are always prominent. I was born in Mexico City and moved here when I was eleven. My journey here is not a stereotypical story of strife and hardship. Yet, I received the same treatment at Immigration services as any of my immigrant peers. My teachers were amazed when I could speak fluent English, and even more surprised that I started academically higher than my peers. They had pre-judged me based on one simple fact; I was a Mexican immigrant. It makes sense then how my feelings are intensified when the debate surrounds Mexican immigrants, and let’s be honest, most of the time it is.

As a Mathematics Education Masters student planning to teach middle school immigrant students, I am not only interested in helping my students in math, but how I can help them socially and emotionally. Teaching in Lawrence during the Presidential Election was incredibly difficult. The soon-to-be president had openly threatened the stability and integrity of my students’ families and painted an uncertain picture for their future. Most of my students and their families emigrated from the Dominican Republic.After the results, each of my students coped in different ways to manage the intense mixture of fear, anger, and despair they were feeling. It was difficult for me to manage my own feelings, and I was 25. So what happens to my students? What can we do for them?

Below are findings that are important for us to consider:

• A strong relationship may mediate some of the struggles immigrant students face (McCloud, 2015), and are integral in students’ academic success (Hassinger & Plourde, 2005).

• Research found that by revealing their status, immigrant students gain support, as well as access and exposure to information that can aide them in their post-secondary planning (Murillo, 2017; Gonzales, 2010).

• Research study suggests that positive tracking may mediate some of the negative effects of undocumented status (Gonzales, 2010).

• Latino students who anticipated immigration status barriers were less hopeful about their future plans (McWhirter, Ramos, & Medina, 2013).

Suggestions below are based on the findings above:

• Research and educate yourself on immigrant policies in your state as well as programs to support immigrant students.

• Create and maintain relationships with students. If a student discloses their immigrant status, educate them on their options.

• Teach your students to embrace the different and unique facets of their own culture and know that it fits within our blended one.

• Create an environment in which students feel respected, heard, and valued by every member of your community.

These are three points to remember:

• Just because they may not know English right now, does not mean they are less capable of achieving at a high level.

• Immigrant studentsare hardworking, brilliant, and resilient.

• As these students’ teachers, we can, and do, make a difference.

References

Gonzales, R. G. (2010). On the wrong side of the tracks: Understanding the effects of school structure and social capital in the educational pursuits of undocumented immigrant students. Peabody Journal of Education, 85(4), 469-485.

Hassinger, M., & Plourde, L. A. (2005). "Beating the odds": How bilingual Hispanic youthwork through adversity to become high achieving students. Education, 126(2), 316-328.

McCloud, J. (2015). “Just like me”: How immigrant students experience a U.S. high school. The High School Journal, 98(3), 262-282.

McWhirter, E., Ramos, K., & Medina, C. (2013). ¿Y ahora qué? Anticipated immigration status barriers and Latina/o high school students’ future expectations. Cultural Diversity and Ethnic Minority Psychology, 19(3), 288-297.

Murillo, M. A. (2017). The art of the reveal: Undocumented high school students, institutional agents, and the disclosure of legal status. The High School Journal, 100(2), 88-108.