LATINX EDUCATION UNDER ATTACK

Latinx Education Under Attack: The Implications of Immigration Policy for Education

Authors:

  • Ruth M. López, University of Houston

  • Yalidy Matos, Rutgers University

Abstract

  • Examination of the intersection between immigration law enforcement and education.

  • Key Questions:

    • How have immigration and education policies intersected in the last decade, especially post-2016 presidential election?

  • Utilizes interdisciplinary approaches—political science and education policy—grounded in relevant theoretical frameworks:

    • Herbert Blumer’s sense of group position theory

    • Critical Race Theory (CRT)

    • Latina/o Critical Race Theory (LatCrit)

  • Discussion of education as a bargaining tool and a weapon in an anti-immigrant context.

  • Policy implications identified for Latino communities; emphasizes the broader impact of policies beyond target populations.

Keywords

  • Latino, Education, Immigration, Blumer, LatCrit, CRT

Introduction

  • Public education is essential for societal fabric and individual achievement—Plyler v. Doe, 457 U.S. 202 (1982).

  • Immigrant children constitute a significant portion of K-12 enrollment:

    • 3.9 million children with at least one undocumented parent (as of recent estimates).

      • Majority (3.2 million) are U.S.-born; 725,000 are undocumented (7.3% of K-12 students, Passell & Cohn, 2016).

  • Plyler v. Doe precedent forbids deprivation of education based on immigration status,

  • Argues that education policy is being shaped increasingly by immigration policy.

Historical Context

  • Intersection of immigration and education policy has historical roots:

    • Late 1800s: Literacy tests used to restrict “new” immigrants from Southern & Eastern Europe.

    • 1986: Immigration Reform and Control Act included educational provisions tied to residency status.

  • Education has consistently influenced immigration policy, evidenced in schools' roles for permanent residency documentation.

Examined Themes

  1. Immigration Policies Impacting Education:

    • Policies from 2010 onward conflating immigration enforcement with educational contexts.

  2. Interdisciplinary Analysis:

    • Utilize personal academic backgrounds to assess policies impacting educational institutions and immigrant youth.

  3. Theoretical Frameworks:

    • Relation to CRT and LatCrit to explore the educational implications amidst immigration enforcement.

Theoretical Framework

Sense of Group Position

  • Definition: A theory suggesting that racial prejudice arises from a perceived position of groups relative to each other (Blumer, 1958).

  • Key Components:

    1. Dominant group's sense of superiority.

    2. Perception of subordinate groups as inherently different and alien.

    3. Proprietary rights perceived by the dominant group.

    4. Belief that lower-status groups desire more resources than they are entitled.

  • Consequences: Education can be weaponized, used as a resource that the dominant grows claims access to, influencing immigration policies to maintain status quo.

Critical Race Theory (CRT)

  • Definition: A framework examining the connection between race, law, and power originating in the late 1970s.

  • Central Argument: Law is a tool that perpetuates white supremacy and racial power.

  • Application: CRT is used to analyze how immigration policies negatively affect immigrant communities, emphasizing systemic racism.

Latina/o Critical Race Theory (LatCrit)

  • Definition: An extension of CRT that addresses the historical invisibility and education disparities faced by Latinos in America (Perea, 1998).

  • Key Aspects:

    • Examines the intersections of race, immigration status, language, and culture.

    • Recognizes immigrant experiences and contributes to understanding the school-to-prison pipeline and the school-to-deportation pipeline.

  • Provides insights into the framing of racialized identities in immigration debates.

Education as a Bargaining Chip and Weapon

  • Education serves functions of inclusion and exclusion historically through literacy tests, school attendance, and educational records.

  • Current Examples of Weaponizing Education:

    • State laws and local immigration enforcement practices that threaten immigrant children’s access to education.

Case Study: Alabama’s HB 56

  • Absent provisions aimed at restricting education for undocumented children.

  • Policies interpreted as economically beneficial by claiming the educational costs burden taxpayers.

  • Consequences: Amplified racial profiling and discrimination towards Latino families.

    • Required schools to identify undocumented students; even implicit threats caused fear and absenteeism.

    • Statistics: 1,988 Latino students absent statewide post-law implementation; over 5,000 absences reported in initial days.

ICE Enforcement near Schools

  • Despite policies directing ICE to avoid sensitive areas, reports emerged of parental detentions near schools.

  • Personal anecdotes illustrate trauma and crises experienced by immigrant families during drop-offs.

  • Implication: Policies designed to protect children contradict actual impacts felt through immigrant enforcement actions.

Higher Education as a Battleground

  • Higher education faced changes after 1996 with IIRIRA, framing undocumented access to in-state tuition ambiguously.

  • Obama’s DACA; however, rescinded under Trump administration, which pressured DACA recipients with threats of deportation and self-deportation.

  • The ideological and political framing of DACA as a bargaining chip continues to marginalize Latino students.

School-to-Deportation Pipeline

  • Emerging correlations between educational policies and increased deportation actions against immigrant youth.

  • Case Studies: Stories of DACA recipients and undocumented students being apprehended in school zones display the intertwining of education and immigration policies.

  • CRT & LatCrit Perspectives: Stress the implications of race and status in the experiences of immigrant youths facing systemic barriers.

Conclusion

  • Restrictive immigration policies negatively impact immigrant families' educational access and experiences.

  • Call to Action: Acknowledge these intersections and develop educational strategies to support students from vulnerable communities.

  • Recognize both direct and indirect effects of immigration policy on education, calling for a just immigration system.

  • Emphasize resilience and resistance through solidarity actions in schools to advocate for immigrant families.

References

  • References from various authors and journals listed to consolidate arguments made throughout the article, showing wide-ranging research and support.

The main argument of the study is that immigration policies increasingly shape education policies, impacting immigrant families and students in adverse ways. The authors utilize an interdisciplinary approach combining political science and education policy while grounding their analysis in theoretical frameworks such as Critical Race Theory (CRT) and Latina/o Critical Race Theory (LatCrit). Key findings reveal that restrictive immigration policies have negative consequences on immigrant children's access to education, exemplified by case studies such as Alabama's HB 56, which led to heightened absenteeism among Latino students. The study emphasizes the need for educational strategies to support vulnerable communities and advocates for a more just immigration system.

This source is invaluable when discussing how immigration policies shape access to higher education in Hispanic communities for several reasons:

  • Interdisciplinary Approach: The authors combine insights from political science and education policy, providing a comprehensive understanding of the interplay between immigration laws and educational access.

  • Theoretical Frameworks: By utilizing Critical Race Theory (CRT) and Latina/o Critical Race Theory (LatCrit), the source highlights the systemic racism that affects Latino students and their access to higher education. These frameworks reveal how laws can perpetuate inequalities.

  • Real-World Examples: The study includes case studies, such as Alabama's HB 56, which demonstrates how specific immigration laws have resulted in increased absenteeism and fear among Latino students, thus limiting their educational opportunities.

  • Call to Action: The authors advocate for educational strategies that support students from vulnerable communities, emphasizing the need for reform in immigration policies to ensure equitable access to education.

  • Impact of Policy Changes: The study discusses historical shifts, such as the DACA program and its rescindment, which can directly influence the access and experiences of Latino students in higher education.