Bilingual Educators and Administrators as Advocates: A Teacher’s Guide to the DACA and Immigration Policy

By Edith Esparza Young, Michael Lee Young, Deirdre McDonald, Matilde A. Sarmiento-Arribalzaga and Georgianna Duarte.

Published by The International Journal of Community Diversity

Format Price
Article: Print $US10.00
Published online: May 3, 2016 $US5.00

This article examines the circumstances of immigrant children in school settings and provides a succinct guide and recommendations for bilingual educators and public school administrators who serve as advocates for these children in academic settings in the United States. The political implications of Deferred Action for Childhood Arrivals (DACA) coupled with the complicated immigration policies provide unclear courses of action to document the presence of immigrant children in schools and detention centers. This research article offers practical information for teachers, administrators, parents/guardians, and community advocates that they can use to safeguard children’s legal and human rights while they are present and enrolled in public schools in the United States.

Keywords: Immigration, Educators, Administrators

The International Journal of Community Diversity, Volume 16, Issue 2, June 2016, pp.11-19. Article: Print (Spiral Bound). Published online: May 3, 2016 (Article: Electronic (PDF File; 760.325KB)).

Dr. Edith Esparza Young

Adjunct Faculty, Teaching and Learning Program, Colorado State University, Global Campus, Greenwood Village, Colorado, USA

Michael Lee Young

Chief Public Defender, Bexar County Public Defender’s Office, San Antonio, Texas, USA

Deirdre McDonald

Instructional Services Librarian, Texas A&M University-San Antonio, San Antonio, Texas, USA

Dr. Matilde A. Sarmiento-Arribalzaga

Dual Language Teacher, LaVace Stewart Elementary School, Clear Creek ISD, Kemah, Texas, USA

Dr. Georgianna Duarte

Education Manager, Migrant and Seasonal Head Start Program, United Migrant Opportunities Services, Oshkosh, Wisconsin, USA