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This study investigates teachers' awareness of federal and state immigration policy and how it impacts their attitudes toward undocumented students using an explanatory mixed-methods design in a focal state in the New Latino South, i.e., South Carolina. Data were collected in 2016-2018 during the height of post-Trump anti-immigrant rhetoric and a flurry of xenophobic initiatives. The article shares descriptive survey data results (n = 101) that reveal an insignificant correlation between teachers' awareness and attitudes but illustrate an alarming lack of awareness of policies related to immigration and a range of attitudes regarding these policies. Qualitative interviews showcase more deeply teachers' attitudes about immigrants/immigration policy. The paper argues for increasing teacher awareness in the form of sociopolitical knowledge of policy contexts and a nuanced conceptualization of teacher empathy. The significance of this study is that to date there has not been a large-scale study that examines teachers' awareness of federal and state immigration policy and how that awareness shapes attitudes toward undocumented students specifically, yielding practical knowledge for teacher preparation programs and professional development. Implications suggest that teachers who lack sociopolitical awareness are more likely to believe in false or inaccurate narratives about immigrants, which negatively impacts undocumented students., Introduction This timely study acknowledges that undocumented immigrant students face significant challenges in schools and US society. This study speaks directly to such challenges as it examines the anti-immigrant policy [...]

For a subset of undocumented immigrant youth who came to the United States (US), the Deferred Action for Childhood Arrivals (DACA) executive action presents opportunities for advancement. In becoming, 'DACA'-mented, [...]

Abstract Many states have experienced a large influx of undocumented migrants in recent years. This phenomenon has created new demands on higher educational systems at the state level. Some states [...]

Introduction One of the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks--that [...]

A narrative on Sergio, an undocumented immigrant that has qualified for a college education, is presented. Sergio represents many of the 65,000 undocumented students who graduate from U.S. high schools but can not continue their college education. It is believed that letting students like Sergio get their degrees will give the U.S. a return on investment on the money that were spent in their education.

The article examines the development of language, the immigration policies and education among ethnic returnees settled in Germany and Japan.

Ex-state Senate Pres. Pro Tem Eric Johnson (R) 'urged' the Board of Regents 'to make citizenship verification a component of the college admissions process,' amid reports that Jessica Colotl, an [...]

WASHINGTON Under bills recently introduced by state and federal lawmakers, it would be significantly easier for some illegal immigrants to afford a college education -- and for the colleges to [...]

WINSTON-SALEM, N.C. Advocates for North Carolina's Hispanic population are pressing for changes that would make illegal immigrants eligible for admission and reduced-rate tuition at public universities. Federal law requires North [...]

Heavier than the books Mariano Cardoso had to carry to class at Capital Community College in Hartford, Conn., was the weight of the deportation order he lived with for nearly [...]

In the United States, many Fujianese children fail to grasp some of the basic concepts that other children have mastered by the time they enter elementary school. Illegal immigrant parents [...]