Teaching and Supporting Migrant Children in Our Schools

Culturally proficient leadership is an inside-out process of personal and organizational change. Cultural proficiency reflects educational leaders’ values through their actions in service of all students. Culturally proficient leaders demonstrate their capability and willingness to embrace change as an inside-out process in which school leaders become students of their assumptions about self, others, and the context in which they work. The willingness and ability to assess and examine self, school, and school district are fundamental to addressing educational access and achievement disparity issues. Cultural proficiency provides a comprehensive, systemic structure for school leaders to identify, examine, and discuss educational equity in their schools. Cultural proficiency provides the means to assess and change school leaders’ values and behaviors through their school’s policies and practices to serve students, schools, communities, and society in an equitable and inclusive manner. Culturally proficient school leaders engage in processes of self-growth as a philosophical and moral imperative. Cultural proficiency is a mindset for how we interact with all people, irrespective of their or others’ cultural memberships. Cultural proficiency is a world view that carries explicit values, language, and standards for effective personal interactions and professional practices. Cross, Bazron, Dennis, and Isaacs were motivated to develop cultural competence and cultural proficiency when they recognized that only a few mental health professionals and institutions were effective in cross-cultural settings. They devised the elements of cultural competence to identify why some health professionals were successful irrespective of culture of the professional or client. From their work came the cultural proficient framework. The work is profound in causing shifts in thinking and actions. Educators who commit to culturally proficient leadership practices represent a paradigmatic shift from demonstrating a value for tolerating diversity to a transformative commitment to equity. The Cultural Proficiency Framework comprises an interrelated set of four tools: the Cultural Proficiency Continuum, Overcoming Barriers to Cultural Proficiency, the Guiding Principles of Cultural Proficiency, and the Essential Elements of Cultural Competence. The guiding principles inform individual and organizational core values and the essential elements inform and guide individual actions and organizational policies and practices.

Culturally Relevant Leadership: A Deaf Education Cultural Approach Catherine O’Brien (bio), Marlon Kuntze (bio), and Thangi Appanah (bio) Cultural Proficiency: A Manual for School Leaders( 3rded.). Randall B. Lindsey, Kikanza Nuri Robins, and Raymond D. Terrell. (2009). Corwin Press, 2009. 318 pp. $43.95 (paperback, e-book). In Cultural Proficiency: A Manual for School Leaders, Lindsey, Robins, and Terrell draw on accumulated knowledge from more than 100 years of study in the areas of cultural leadership in education, diversity, and organizational development. The authors discuss how cultural proficiency can help foster effective leadership in current schools and school systems in the face of growing diversity in student populations. They provide a theoretical framework of cultural proficiency and the historical context of changing school demographics, as well as tools and fictionalized case studies to help the reader understand how school leaders can collaborate with others to effect change in a school and make it a more culturally proficient organization. Although Lindsey et al. do not discuss deaf 1education directly, they offer valuable information that administrators, teachers, and other leaders in deaf education can use to become more aware of the diversity of human experience that students who are deaf and hard of hearing bring to school. The goal of the book is to give school leaders the understanding, insight, and resources they need to ensure that the schools they lead become places that value students regardless of their cultural backgrounds. The book is a resource for school leaders who wish to help their schools examine their cultures to determine if and how they may have inadvertently marginalized or disempowered members of minority cultures. The authors introduce four tools for cultural proficiency that will help school leaders become more successful in today’s schools: 1. how to overcome the barriers to developing cultural proficiency 2. nine guiding principles of cultural proficiency as an expression of values 3. a cultural proficiency continuum 4. essential elements of cultural proficiency In the present review, we will attempt to illuminate how schools serving deaf students may find Cultural Proficiencyhelpful in ensuring that the education offered to the diverse deaf student population is equitable, in that it provides greater access to education for these students. We will illustrate some examples of how to apply the tools offered by the authors of the book. We will also point to areas of Deaf culture and language that merit additional consideration, in addition to the concepts put forth by the authors. Overcoming the Barriers to Cultural Proficiency The authors of Cultural Proficiencyidentify several barriers school leaders must recognize and overcome before they can develop cultural proficiency. The first is lack of knowledge and awareness of the systems of oppression against marginalized populations. These systems affect those who are harmed as well as those who benefit (including, presumably, the school leaders themselves). Those who benefit may be oblivious to the negative effects or may choose not [End Page 296]to see them. The second potential barrier to development of cultural proficiency is the leader’s sense of privilege and entitlement. This sense of privilege and entitlement may cause educators and leaders to be reluctant to change for the sake of their students because they view any call for change as an outside force that is judgmental of practices that maintain their current status within the larger system. Overcoming the Barriers to Cultural Proficiency: Implications for Deaf Education Even though the book does not include discussion of deaf students, much of the information in the book can help school leaders see deaf students differently. An important part of the process of moving toward cultural proficiency is the effort to understand and reflect on the history and cultural context of American education and how it has resulted in continued inequities for deaf students. School leaders working with deaf students can learn how the marginalization of Deaf people, their ideas about deaf education, and their beliefs about what deaf students need in educational decisions and designs contributes to the pattern of excluding diversity and maintaining inequity in the field of teaching deaf students. The marginalization of the views and values of the Deaf community has its roots in the...

This study examined Texas high school teachers’ perceptions of their principals as culturally proficient leaders, focusing specifically on how teacher-, school-, and principal-related factors impacted these perceptions. A sample of 104 teachers in culturally diverse secondary schools from a large urban district in Texas participated. An electronic survey was utilized to collect data. Results yielded an average total cultural proficiency score of 111 out of a possible 175, indicating that teachers perceived their principals “sometimes use” culturally proficient practices. Teachers’ perceptions of their principal’s use of culturally proficient leadership practices varied significantly by years of teachers’ experience and school accountability rating (exemplary, academically acceptable, and academically unacceptable). Perceptions of teachers at an Exemplary school were significantly different (higher than the perceptions of teachers at other schools from the same district). Teachers with 11 to 20 years of teaching experience gave significantly lower ratings (22.45 points) than teachers with 1 to 5 years of experience (125.53) and teachers with over 20 years of experience (118.94). While differences were not statistically significant, black and Hispanic teachers rated their principals’ culturally proficient practices higher than white teachers. Age, subject area taught and teacher’s gender, or race being the same as the principal’s gender or race had no significant effect on total proficiency scores. This study supports prior findings that leadership policy and development programs must be refined to help leaders develop and utilize more culturally proficient skills that will lead to greater academic success for all students. Results indicate that principals need assistance in adapting to and managing the dynamics of difference as well as providing teachers with conflict resolution training. It is recommended that professional development departments conduct similar district-wide proficiency assessments as a first step in helping educators to understand the cultural proficiency conceptual framework. It is also recommended that school districts develop a rating system using the tenets of cultural proficiency to assist principals in improving their cultural proficiency scores.

The aim of this quantitative study was to explore the connection between self-perceived cultural proficiency among school leaders and the discipline gap for Black students in high schools in North Texas. The study sought to achieve this by (a) identifying the level of cultural proficiency perceived by school leaders, (b) examining the disciplinary rates of Black students in each participating high school, and (c) exploring how school administrators' beliefs regarding cultural proficiency impacted the disciplinary rates of Black students on their campuses. To assess their implementation of cultural proficiency practices, Hine's cultural proficiency leadership framework was utilized. The study found a significant positive correlation between the total cultural proficiency score and the number of out-of-school suspensions for Black students, while a negative correlation was observed for White students. Additionally, a positive correlation was observed between the total cultural proficiency score and the number of in-school suspensions for Black students, while no statistically significant correlation was found for White students. The participants in the study met three criteria: (a) working at a 5A or 6A UIL-identified campus in North Texas, (b) having at least 9% of the student population identified as Black and African American, and (c) serving as school leaders responsible for assigning exclusionary discipline.

Every year in California, Migrant Program Offices within the County Offices of Education file their Regional Applications in order to apply for the federal funding allocated and administered by the Migrant Education Office at the California Department of Education. Migrant programs and services are to consider migrant students and their families as knowledgeable others capable of supporting, enhancing, and enriching teaching and learning processes. Family Biliteracy stresses the importance of increasing the number of vocabulary words migrant students know, use, and comprehend in their home before they enter kindergarten. Family Biliteracy and Language Explorers are two examples of programs designed for migrant students and their families. Family Biliteracy and Language Explorers reverse the existing pattern in which migrant students are served with programs designed for other student populations. Without specific programs for migrant students, politicians and stakeholders could question the need for maintaining migrant funding as an imperative and much needed support.

This study, framed by the Cultural Proficiency framework, explores the transformative leadership practices implemented at Horizon Middle School, where 89% of students identified as Hispanic and 94% qualified for free and reduced lunch. Using a testimonio methodology, the study examines how a Latina principal fostered a school-wide climate makeover to address educational inequities and improve student outcomes. The research question guiding this study asks: To what extent do culturally proficient practices impact the implementation of systemic and academic changes in a middle school, and how do these changes influence student outcomes within one year? By addressing this question, the study contributes to understanding how equity-driven leadership can foster meaningful, systemic change in K-12 education. The findings revealed the importance of a College-Going Culture, Professional Learning Communities (PLCs), Redesigned Physical and Instructional Spaces, and Inclusive Stakeholder Engagement.

California public school teachers are serving an increasingly diverse student population and may not be prepared to teach those students whose life experiences are radically different from their own. The purpose of this qualitative study is to discover how teachers participating in a professional development course on culturally relevant teaching believe the course influenced their perceptions and the ways they relate to their students. The data for this study was collected through semi-structured interviews with seven teachers who participated in a culturally relevant teaching professional development program. The participants’ lived experiences were analyzed and interpreted while looking for thematic alignment and content similarity between what the literature specifies on cultural proficiency, culturally relevant teaching, and transformative learning theory in relation to the efficacy of AVID’s Culturally Relevant Teaching Transforming Educators professional development. The findings of this qualitative research emerged from the participants’ reflections and responses and revealed four major themes: (1) teacher self-perception; (2) the changes in the teachers’ beliefs and attitudes; (3) the perceptions of teachers regarding how they relate to their students; and (4) the changes in classroom practices. The implications of this study suggest that through self-reflection and an increase in their cultural proficiency, educators can experience a change in their beliefs and attitudes regarding their students. This includes seeing students’ cultural and background differences as assets to the classroom experience.

Children of migrant farmworkers, often called of the road, face many obstacles in their lives, including extreme poverty, geographic and cultural isolation, discrimination based on race, language minority status, and mobility. Congress established the Title I Migrant Education Program to enable them to meet the same standards set for other children. The states that oversee Title I migrant education programs have created innovative solutions to meet the challenges faced by these children. These models include an electronic interstate record transfer system, a distance-learning program specifically designed for migrant students, and a laptop computer project for secondary school migrant youth. Migrant farmworkers1 have been called the poorest of the working poor. They often travel very long distances to work in extremely low-paying jobs and endure substandard and dangerous working and living conditions. Traditionally, there have been three principal migrant streams workers have followed in the East, Midwest, and West. Years ago, workers and their families would leave their home base to travel north as the crops ripened and then return to their home base when the work was done. In the East, the home base was generally Florida (and Puerto Rico); in the Midwest, the home base was Texas; and in the West, the home base was California. These traditional migrant streams have fragmented, and today one can find migrant families from south Texas in Maine, Florida families in the upper Midwest and further west, and California families in both the Midwest and East. Further, many farmworkers have home bases or at least family members in Mexico or other countries. The image many people have of migrant farmworkers comes from the Edward R. Murrow documentary, Harvest of Shame, first broadcast Thanksgiving 1960. That documentary showed the strife that was part of the daily lives of migrants, as well as how these hard-working people were not protected by federal or state laws. While some protective laws have been passed since the broadcast of that landmark documentary, farmworkers still are not covered by certain statutes. Generally, they are not entitled to overtime pay and are not protected by the National Labor Relations Act. In addition, government enforcement of the statutes is often spotty and ineffective. It is often up to significantly underfunded migrant legal services programs to attempt to obtain some enforcement of important protections. The children of migrant farmworkers generally live in extreme poverty, increasingly in immigrant households where English is not spoken fluently. The children often work in the fields in order to ensure that the family has food on the table or clothes on their backs. Due to the low pay levels for migrants, the labor of every family member is needed. Most important, in many instances the education of migrant children is interrupted by their migrancy. In other situations, though their education may not be interrupted, their transience creates dislocation, disorientation, and significant educational disadvantages. The U.S. Department of Education reports that there are 783,867 migrant children identified for participation in the Title I, Part C, Migrant Education Program (MEP; Henderson & Daft, 2002). Program eligibility is based in part on movement across school district lines in search of agricultural (defined as including dairies, meatpacking, and poultry processing) or fishing work. The study cited above reports the following demographic information: In the 1998-99 school year, 783,867 children were identified as being eligible for Title 1, Part C services. Of these students, 571,690 participated in programs during the regular school year, 318,785 participated in summer programs. Of the total number, 86% are Hispanic American, 8% are White, and less than 3% each are Black, American Indian American Indian/Alaskan Native, and Asian/Pacific Islander. …

The educational inclusion of rural–urban migrant children in Chinese urban schools has been promoted in the past decades. This paper provides a contextualized interpretation of recent policy developments governing large Chinese cities and evaluates its impact upon the status of migrant children's education. Drawing on data collected from 1,331 migrant children in urban inclusive schools, this study compared current migrant children's family backgrounds and psychological sense of belonging at school in relation to educational outcomes at the primary education level. Results showed that migrant children's socioeconomic status (SES) levels were slightly higher than their counterparts in inclusive schools and a salient SES stratification of migrant students was found. This correlates with students’ reports of fewer incidences of discrimination than hypothesized. Furthermore, capital in migrant families was positively associated with the psychological sense of belonging and academic achievement. These results reveal a significant change to migrant students’ SES as a result of the recent population control policy pertaining to China's large cities since 2014. Implications for research and educational practice, especially with at‐risk migrant students of low‐SES, are discussed.

<b>PURPOSE</b> This Future of Family Medicine task force report proposes a plan for lifelong learning that is designed to ensure family physicians are prepared to deliver the core attributes and system services of family medicine throughout their careers, especially within the New Model of family medicine that has been proposed. <b>METHODS</b> This report is based on consideration of the proposed New Model for family medicine, along with a careful review of the data generated through research conducted for the Future of Family Medicine project. The personal and professional development of family physicians and the continuous improvement of their practices were considered with an orientation toward providing systems to support the family patient-physician covenant. As a foundation for developing its plan for lifelong learning, the task force explored domains of management mastery, including the management of knowledge and information, the management of relationships, the management of care processes, and cultural proficiency. <b>MAJOR FINDINGS</b> This report presents a number of proposed innovations that have the potential to assure that family physicians deliver the core attributes of family medicine throughout their careers, including linking the family physician’s personal and professional development in a developmental context, based on ongoing self-assessment through the career stages of a family physician, and the creation of continuous personal and professional development modules as a new foundation for continuing medical education and professional development. The process for the continual improvement of clinical practice in family medicine must begin with a close working relationship between the academic community and the practice community. This relationship should be iterative over time, with research creating new practice innovations, which in turn create new questions for the research enterprise. <b>CONCLUSION</b> While traditional continuing medical education (CME) has served to meet many of the original tasks for which it was designed, the current model does not meet many of the emerging needs of patients, physicians, or health delivery systems. For this reason, traditional CME should be replaced with a process that incorporates personal, professional, and practice development. In order to build a more dynamic and effective way to support lifelong learning and performance change, this new process must address the needs that accompany the personal and professional developmental challenges encountered throughout the course of a family physician’s professional lifetime.

European countries—Greece included—recognize the fact that the language of schooling in the host country constitutes the first step for the newcomer children’s reception and integration. Greece, as a dominant receiving country, has adopted a top-level policy for its educational system. Considering the above, this research paper presents and analyzes the assessment tests and practices that educators have access to for evaluating refugee and migrant students’ L2 Greek competence in Greece. A detailed presentation of the Assessment Tools for Refugee and Migrant children in Greece is provided, with a focus on teachers’ attitudes and beliefs toward these materials and tools. The appropriateness of the available assessment tools and practices regarding the linguistic and social needs of refugee and migrant children in the Greek context will also be discussed. Findings show that teachers’ perceptions regarding both tests and practices for refugee and migrant students during an initial and formative language assessment vary. It is important to state, though, that the vast majority of the educators feel very sure and comfortable when assessing the linguistic skills of their students.

The purpose of this project was to examine successful migrant mathematics programs and identify specific pedagogical and instructional strategies that could then be implemented in other less successful schools. Our findings suggest that the organizational culture of a school affects overall student achievement and, thus, migrant student achievement as well. Though this was not a theme we expected to encounter, it was prevalent at each school we visited. Consequently, organizational culture, though less tangible than specific instructional techniques, emerged as the most relevant component of the successful migrant education programs investigated.

Research has shown that LGBTQI youth are four to six times more likely to attempt suicide than their heterosexual peers. Many schools across the nation have focused their efforts on creating safer climates for diverse populations, including LGBTQI youth and staff. The purpose of this study was to determine the extent to which school leaders practice culturally proficient school leadership in order to build and foster positive relationships with students and staff who are members of the LGBTQI community. The overarching research question was: To what extent do school leaders identify and practice culturally proficient leadership in relation to LGBTQI students and staff? A sequential mixed-methods explanatory research design was utilized to examine the perceptions of secondary school leaders and staff in one mid-sized urban school district regarding culturally proficient school leadership. For the quantitative portion of the study, a School Climate Questionnaire and a School-Wide Cultural Competence Observation Checklist was employed. Descriptive statistics were used to analyze quantitative responses. For the qualitative portion of the study, data pertaining to the experiences and perceptions of secondary school leaders, obtained through focus group interviews, were examined. A two-part data analysis process, including both deductive and inductive coding, was used. Evidence from this study found six school leadership behaviors that impacted cultural proficiency. These behaviors emerged into themes including (a) awareness, (b) training, (c) discussion, (d) resources, (e) safety, and (f) proactive solutions. Findings from this study suggest as school leaders' behaviors align more closely with the six themes at their campuses, they will be better able to build and foster relationships with LGBTQI youth and staff.

Introduction This study examines the ways in which students and staff in higher education use and engage in audio, both in everyday life and within the university setting. Specifically, we explore if the increasingly diverse student population utilise audio as part of a personalised approach to learning. Increasing student engagement in online delivery through a personalised approach to learning is a vital area of focus in contemporary pedagogy internationally. The rapid move to online delivery during the COVID-19 pandemic revealed both opportunities and challenges for learners with diverse digital access requirements (Ellis et al. 17). Along with captions – which have been embraced as an accessibility feature by the entire student population (Ellis et al.) – the use of audio has increased (Peaty et al. 7). Digital accessibility has typically focussed on the availability of captions, yet the experience of many students during COVID-19 pandemic-imposed remote learning activities shows that audio also offers great potential for personalisation, accessibility, and engagement. With audio options following the trajectory of captions in both education and entertainment contexts to become recognised as a personal preference (Ellis 167), this article examines whether higher education has responded to the ‘audio turn’. Moreover, it seeks to answer how students, as a diverse population, utilise audio as part of their learning experience. The ‘audio turn’ refers to the recent period marked by the COVID-19 pandemic, alongside the increase in (and use of) audio platforms and features. However, it should also be acknowledged that this audio turn is also part of a longer history of technology-enabled audio pedagogy, encompassing transitions from vinyl to cassette tape, and analogue to digital. These specific changes over approximately the last five years have been captured in the literature on the rise of audio description (see for example Peaty et al.; Piñeiro-Otero and Pedrero-Esteban), audiobooks and “listening culture” (Snelling 648), studies on the uptake of podcasts and digital radio (St. Aubin), and popular articles (Forbes). In a relatively short period of time, audio book sales, podcasting, digital music consumption, and audio accessibility (including audio description) have increased significantly. The culmination of new business models (e.g., Spotify’s audio-first strategy; Kilberg and Spilker 156) and the specific remote learning/working, lockdown environments generated by COVID-19 mitigation policies further facilitated this audio turn. The rise of the value and use of audio also extended into the university context, which prompted new literature on audio learning strategies (Wake et al. 30; Jensen and Veprinska). However, the question arises: despite the increased interest in audio, has higher education pedagogy adapted to reflect learning options and preferences? Audio in Higher Education Over the past decade, a body of research has emerged that highlights opportunities for audio in the higher education context; however, there remains a lack of research on the potential of audio more broadly for learning personalisation and accessibility. Most of the existing research on audio supported pedagogy has centred around the value of audio feedback on assessments (Knauf 442; Sarcona et al. 47; Heimbürger 106). With over a decade of publications on this type of audio-supported learning, researchers have found audio feedback to be divisive, in part due to the varied nature in which it is applied and received (Hennesy and Forrester 778), but Sacona et al. (58) emphasise students’ desire for the availability of both modalities of feedback (audio and written). Other audio learning alternatives discussed in the literature on audio-supported pedagogy include podcasts (McGarr; Gunderson and Cumming 591; Gachago et al. 859) and, to a lesser degree, the role of audio description (Pintado et al.), which may in part be the result of the recency of use of audio description in the media more broadly. One of the key features of more recent (post-2020) research into various audio alternatives or audio-supported learning options was the consistent observation that audio is an important part of universal design for learning (UDL) and its value and appeal for an increasingly diverse student population. UDL is an important concept in understanding the role of audio in higher education, as it is not simply focussed on ‘access to the classroom’, but the ways in which access to educational content, texts, and teaching is considered. It is centred on three principles: multiple means of representation, multiple means of engagement, and multiple means of expression (Cumming and Rose 1026). Pertinent to our research, UDL emphasises multiple formats for learning materials, including audio. Moreover, developed in the early 2000s, UDL recognises the role of digital technology in addressing the needs of an increasingly diverse student population (Edyburn 16). It is adapted from Universal Design (UD), which is based on a set of principles: equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use (Centre for Universal Design). While acknowledging the broader research literature and debates around cognitive styles, learning strategies, learning styles, and their efficacy in instruction (Cassidy 420), this project uses the term ‘learning preferences’ to capture the preferred, individual approaches to a task or learning situation. Auditory preferences are common amongst most models of learning styles; however, the scope of this study did not extend to other learning preferences or alternatives. Instead, this pilot research project, informed by the ‘audio turn’ and increased interest in UDL, sought to better understand how students and staff in the university context perceive, utilise, and engage with audio, both in everyday life and in higher education. Methodology The rationale for this project is based on UDL theories of flipped learning (Wolf et al.) and the use of captions in teaching and learning (Ellis et al.). UDL seeks to remove barriers and emphasises the importance of creating learning environments that offer multiple ways of engaging with content, and of accessing and representing information (Behling and Tobin 2). Wolf et al.’s research on flipped learning (replacing traditional lectures with online recordings) discovered that students who self-diagnosed attention deficit issues preferred the online option as it allowed them to break learning into small chunks. The opportunity to personalise study experiences to meet individual learning preferences was valued by the entire cohort, including students who preferred on-campus and face-to-face learning. These findings informed the development of a multimodal methodology in which participant responses are gathered from both researchers’ questions and from interaction and engagement with alternative learning formats. Firstly, a survey on the use of audio in everyday life and learning environments was created via Qualtrics and disseminated to students and staff. This was achieved in conjunction with the Digital Student Engagement Team, who promoted the survey via internal channels, Digital Screens, and Instagram stories. Several of the Faculties and Schools taking part in the research also distributed links to the survey via internal emails and the university’s learning platform. The survey was open for a ten-week period in the second half of 2023. Secondly, this project trialled embedding audio in teaching resources within four different units across two Faculties (Humanities and Business and Law), and then obtained feedback from students on their interactions with these new learning formats. Specifically, we added audio description to key resources in each unit, provided the option for audio feedback on at least one assignment per unit, and offered an audio version of the assessment guide. Students in the participating units were then invited to partake in an end-of-study-period focus group that discussed their uptake of and experience with the additional audio resources. The semi-structured discussions were facilitated in-person for on-campus units, and online via WebEx for offshore and online cohorts. The qualitative results from the focus groups and survey underwent thematic analysis. Research Findings Across both the survey findings and focus group discussions it emerged that audio played a pivotal role in students’ everyday life, and that this role had both increased in the past four years and manifested into a desire to utilise more audio alternatives in their learning experiences. There was a clear awareness of individuals’ personal learning preferences and what format they best responded to, as well as recognition that peers may have other preferences. These different types of learning preferences were reflected in the varied responses to extra audio-based learning material; while some students appreciated audio feedback on assessments, others preferred written feedback, in particular for ease of referencing and in order to refer back to it at a later point in time. Through the learner lens, audio does not appear to have replaced written learning material; instead, it is seen as complementary – and vice versa. Demographics Of the 268 survey participants (supplemented by an additional 31 focus group participants), 16.5% were staff. The responses primarily came from first-year students (26%), with relatively similar percentages of second-, third-year, and postgraduate students. In keeping with these enrolment demographics, most respondents were between the ages of 18 and 24 (43%). Students and staff in the Faculty of Humanities were significantly represented (57%), and most participants studied or taught online for some or all of the time (33% stated that they studied or

This qualitative study investigated the experiences of first- and second-year migrant undergraduate students and staff in the College Assistance Migrant Program (CAMP) at Arizona State University (ASU). ASU CAMP, which started in 2016, is the first program of its kind at an Arizona public university. Using an ethnographic monitoring approach, a research team that included a faculty member and graduate and undergraduate students conducted observations in a variety of CAMP settings, along with interviews and document analysis, in order to examine how Mexican-origin CAMP scholars developed academic identities rooted in family and community strengths while resisting assimilation to the “foreign land” of the university. We theorize students’ academic identity development and staff’s efforts to support and advocate for them as a form of transformational resistance through which participants acknowledged the inequities and challenges facing migrant students in postsecondary education and began to “reinvent” the university as they confronted this reality. The findings are relevant to scholars, teachers, and others who work with migrant students in K-12 and postsecondary settings, as well as those who seek to support Latinx and first-generation college students’ academic identity development in culturally sustaining ways.