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Preparation and Experiences of New Teachers in the Sociopolitical Context of Heightened Immigration Enforcement

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  • Kirksey, J. Jacob

    (University of California, Santa Barbara)

Abstract

Now more than ever, teacher preparation programs (TPPs) are being held accountable by policymakers to ensure teachers possess the knowledge and skills to support student success even when students experience significant challenges outside of school. For teachers of immigrant-origin students and their peers, one challenge is ensuring these students are successful, even when they are experiencing stressors in times of heightened immigration enforcement. This study examines whether new teachers experience the impacts of immigration enforcement and are prepared to support students who are impacted. Using survey data collected from seven TPPs in preservice and after one year of in-service teaching (n=473), findings suggest new teachers report experiencing impacts from immigration enforcement on their students and themselves. Results suggest discussion of immigration policy and engagement with immigrant families in preservice was linked with feelings of preparedness to support students. Differences for teachers in urban, Title I, and elementary settings are discussed.

Suggested Citation

  • Kirksey, J. Jacob, 2020. "Preparation and Experiences of New Teachers in the Sociopolitical Context of Heightened Immigration Enforcement," EdArXiv bctz5, Center for Open Science.
    • Handle: RePEc:osf:edarxi:bctz5
    DOI: 10.31219/osf.io/bctz5
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