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In response to current anti-immigration rhetoric and policy coming from national leadership, the authors engage in multimodal analysis of picture books that humanize individuals who make the journey across the Mexico–U.S. border. Findings suggest that picture book narratives restory anti-immigrant sentiments by (1) placing the child at the center of the story, (2) demonstrating the way in which the (im)migration journey is a shared journey, and (3) featuring expressions of tenderness among the characters. The article emphasizes the importance of elevating young people’s perspectives on Latinx (im)migration through children’s literature.

Teacher expectancy research has demonstrated the greatest effects for members of racialized groups. Most research has focused on students’ near-term abilities; missing are understandings of how tea...

This paper explores how one Title I middle school in California responds to high-stakes accountability during an era of educational reform, and how one first-generation Latino immigrant family comes to understand the school’s focus on test scores, high expectations, and academic achievement. Drawing from a larger Language Socialization study that utilizes participation observation and interview data, the paper provides ethnographic snapshots to demonstrate the ways in which one school communicated under, with, and through high stakes educational reform policies via a variety of media while functioning under Program Improvement status, and how the focal family participated in and negotiated these draconian educational policies that became part of their everyday experience with schooling in the U.S.