Abstract
ABSTRACT Recently, immigrant-origin youth and families have faced increasing challenges in the U.S. due to enactment of hostile federal policies. As the population of immigrant-origin students continues to grow in the United States, educators play an important role in supporting them as they navigate these challenges, with key implications for educational leadership. Building on prior scholarship about how educators’ conceptualization of their roles shapes their practices, our article explores how educators’ personal and professional identities as well as school district and political contexts influence their understanding of their responsibilities in serving immigrant-origin students. Analysis of all-staff survey data from six school districts reveals that feelings of responsibility were related to school culture, political context, professional role identities, and various personal identities. Our work suggests that educational leaders need to work with educators across various roles to develop a sense of collective responsibility for immigrant-origin students in schools. Furthermore, educational leaders must support professional learning about evolving immigration policies and their impact on student experiences. Attending to school culture and climate, leaders have a crucial role in helping educators ensure a supportive context for these students, families and communities.
Published Version
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