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275 Pages·2017·13.391 MB·English
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Immigration and Education in North Carolina BREAKTHROUGHS IN THE SOCIOLOGY OF EDUCATION VOLUME 6 Series Editor: George W. Noblit, Joseph R. Neikirk Distinguished Professor of Sociology of Education, University of North Carolina at Chapel Hill, USA Scope: In this series, we are establishing a new tradition in the sociology of education. Like many fields, the sociology of education has largely assumed that the field develops through the steady accumulation of studies. Thomas Kuhn referred to this as ‘normal science.’ Yet normal science builds on a paradigm shift, elaborating and expanding the paradigm. What has received less attention are the works that contribute to paradigm shifts themselves. To remedy this, we will focus on books that move the field in dramatic and recognizable ways—what can be called breakthroughs. Kuhn was analyzing natural science and was less sure his ideas fit the social sciences. Yet it is likely that the social sciences are more subject to paradigm shifts than the natural sciences because the social sciences are fed back into the social world. Thus sociology and social life react to each other, and are less able separate the knower from the known. With reactivity of culture and knowledge, the social sciences follow a more complex process than that of natural science. This is clearly the case with the sociology of education. The multiplicity of theories and methods mix with issues of normativity—in terms of what constitutes good research, policy and/or practice. Moreover, the sociology of education is increasingly global in its reach—meaning that the national interests are now less defining of the field and more interrogative of what is important to know. This makes the sociology of education even more complex and multiple in its paradigm configurations. The result is both that there is less shared agreement on the social facts of education but more vibrancy as a field. What we know and understand is shifting on multiple fronts constantly. Breakthroughs is to the series for works that push the boundaries—a place where all the books do more than contribute to the field, they remake the field in fundamental ways. Books are selected precisely because they change how we understand both education and the sociology of education. Immigration and Education in North Carolina The Challenges and Responses in a New Gateway State Edited by Xue Lan Rong University of North Carolina at Chapel Hill, USA and Jeremy Hilburn University of North Carolina Wilmington, USA A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6300-807-5 (paperback) ISBN: 978-94-6300-808-2 (hardback) ISBN: 978-94-6300-809-9 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/ Printed on acid-free paper All Rights Reserved © 2017 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. TABLE OF CONTENTS Preface vii Acknowledgments xv Section I: The Demographic Context and Historical Backgrounds of Immigration and Education in North Carolina 1. Immigration, Demographic Changes and Schools in North Carolina from 1990 to 2015: Transformations to a Multiethnic, Global Community 3 Xue Lan Rong, Jeremy Hilburn and Wenyang Sun 2. The Lost Years of Opportunity for North Carolina’s ESL Students 25 Sharon Shofer Section II: Immigration, Immigrants, Schools and Communities in North Carolina 3. Schooling Experience of Latino/a Immigrant Adolescents in North Carolina: An Examination of Relationships between Peers, Teachers, and Parents 53 Matthew Green, Krista M. Perreira and Linda K. Ko 4. “I’m Not Ashamed of Who I Am”: Counter-Stories of Muslim, Arab Immigrant Students in North Carolina 81 Kate R. Allman 5. Social Studies Educators’ Perceptions on Policy Issues and Efforts to Teach Immigrant Students in North Carolina 103 Jeremy Hilburn 6. Citizenship without Papers: A Case Study of Undocumented Youth Fighting for In-State Tuition Policy 125 Hillary Parkhouse and Emily Freeman 7. In Search of Aztlán, North Carolina: Jose’s Story 149 Juan Carrillo v TABLE OF CONTENTS Section III: Language Education and the Translinguistic Community 8. The “Problem” of the Mixed Class Dynamic: Teaching Spanish to Heritage Language Learners and Second Language Learners in North Carolina’s High School Classrooms 167 Linwood J. Randolph Jr. 9. Countering Silence and Reconstructing Identities in a Spanish/English Two-Way Immersion Program: Latina Mothers’ Pedagogies in El Nuevo Sur 195 Claudia G. Cervantes-Soon and Alison M. Turner 10. Heritage Language Sustainability and Transnational Affect: The Case of Second-Generation Korean Americans 221 Ji-Yeon O. Jo and Seok-In Lee 11. Czech and Slovak Mothers Struggling to Maintain Children’s Heritage Language in North Carolina 241 Marta McCabe vi PREFACE IMMIGRATION AND EDUCATION IN NORTH CAROLINA AND THE IMPLICATIONS TO THE NATION This book brings together 11 chapters by 17 scholars who represent a wide range of educational expertise and professional views related to educating immigrant children and youth in North Carolina. Some of these contributors have been leading scholars in the field, while others are emerging scholars who add fresh voices to this research domain. All have extensive current experience working in educational institutions in North Carolina. The intended audience for this volume includes teachers, educational leaders and policy makers, scholars, parents, community leaders, and concerned citizens in North Carolina and nationwide. This volume is not exhaustive, and there are many unsettled arguments and lingering questions put forward by the book’s chapter authors. Yet, this is an initial attempt to contribute to the discussion of immigration and education in a single state, a new gateway state in the U.S. South. The book attempts to answer these two related core questions: 1. What promises and problems, challenges, and opportunities do North Carolina and its school systems face when acting on practical and policy issues regarding the education of the rapidly increasing number of enormously diverse immigrant students? Are the educational institutions able and willing to serve the needs of these newcomers? 2. What differences exist between the temporary and long-term solutions and the simplified and the more-comprehensive solutions? Given these differences, what are the future directions, in terms of providing equality and equity in education for immigrant students, perceived by scholars, educators, education leaders, immigrant students, families, and communities in North Carolina? The following questions provide readers some examples regarding the specifics related to the above two core questions: a. Who are the immigrant students in North Carolina? In what ways are the characteristics of immigrant students and their families different in new gateway states than they are in traditional gateway states? With the arrival of unprecedented numbers of immigrants from Asia, Latin America, and the Caribbean during the last several decades, how has North Carolina received and integrated substantial streams of non-white, non-European voluntary immigrants into its communities? Are the social, political, and economic experiences of Asian and Latino/a students living and schooling in this state qualitatively different from the experiences of Caucasians, African Americans, and Native Americans? Based on the differences, vii PREFACE what special needs do immigrant students and their families have? How receptive are government agencies, communities, and schools to the needs of immigrant students? b. How will U.S. schools integrate the newcomers? What have schools done to encourage the integration of newcomers with longer-term residents and with already-established immigrants? What role can communities play in helping culturally diverse children do well in school? How should schools and communities perceive and provide educational opportunities to and for undocumented immigrant students? c. What are the common agreements and disputes regarding school and classroom practices, and what dilemmas and paradoxes are associated with the laws and policies regarding the education of immigrant children? While the 11 studies engage these questions to various extents and at different levels across disciplines and fields, all provide one clear and resounding “no” to the question: Are we adequately preparing immigrant students as well as all students in North Carolina to participate productively in a global economy and democratic society? The common theme that emerges from these studies strongly suggests that the changing demographics of the state’s children have clear implications for public schools, which must continually reinvent themselves in a changing world. Depth, Breadth, and Analytical Lenses This book is positioned to begin to answer the above-mentioned questions, as the strength of this volume lies in its depth, breadth, and critical analytical lenses. The focus on a single state and the qualitative nature of most of the chapters provide depth – each of these studies is highly focused on specific groups. For example, Chapter 3 (by Green, Perreira, & Ko) addresses the particulars of adolescent Latina/o youths, and Chapter 9 (Cervantes-Soon & Turner) focuses exclusively on Latina mothers of students enrolled in two-way immersion dual-language classrooms. By deeply exploring multiple contexts within a single state and focusing on a specific education issue, policymakers, teachers, teacher educators, and education leaders may be in a better position to make effective pedagogical and policy recommendations for the state. The different types of studies, methodological approaches, theoretical orientations, and participant selection decisions provide the breadth of the volume. Excepting demographic and historical policy studies, most studies in this volume are qualitative empirical studies. However, there was still a wide range of methodological approaches—from single case designs to open-ended surveys, extensive classroom observations, and individual and focus group interviews, etc. The emphasis on qualitative research in this volume is telling, as there is much to explore in this new gateway state. The breadth of the volume is also evidenced in the study participants. We focused our attention on students (immigrants and viii PREFACE non-immigrants), educators (teachers of different grade levels and specialties, school administrators, etc.), parents and communities (Latino/a, Korean, Arab American, Czech-Slovakian, etc.), different content areas (social studies, foreign languages/heritage languages/ESL, etc.), and a wide range of urgent issues, such as language policies and institutional supports (or lack of one or both) for English language learners and heritage language learners, identity deconstruction and reconstruction, and undocumented immigrant teens’ self-support and advocacy. The scholars also nested their studies in both traditional and nontraditional locales of educational research. While some contributors focused their data collection in K–12 schools, others identified participants in universities. Others collected data through ethnic communities (Allman), non-educational organizations including grassroots activist organizations (Parkhouse & Freeman), and a community group of Czech and Slovak speakers (McCabe). While each chapter deals with a specific target group and topic, the authors are linked by a motivation to learn more about immigration and education issues in North Carolina. Collectively, they offer insights from scholars linked by their commitment to inform and empower educational stakeholders in this state, as well as immigrant students and families, in order to improve educational experiences and socialization for all students. It is our hope that this critical dialogue will continue to promote discussion and examination of these timely and relevant issues. Theoretically, all chapters echo some similar contextual themes: Power and institutional and individual bias toward immigrants and their children in new gateway states in the U.S. South. In terms of the analytical lenses, the authors draw on several critical frameworks, including ecological models of educating immigrant students, critical race theories, Chican@ identity, subtractive and additive schooling, transnationalism/identity studies, and many others. In terms of additive schooling, each chapter adopts theoretical dispositions related to resource orientations. That is, authors designed their studies using frameworks that recognize the structural barriers that disadvantage immigrants in new southern gateway states but also position immigrant youth, families, and communities as possessing and utilizing valuable resources to promote educational access and achievement. This contrasts with the deficit perspectives of immigrant youth and families, who are often portrayed adversely in political discourse and the media and are reified in educational communities. We organized the 11 studies in this book into three sections to promote critical dialogue by analyzing and critiquing the process, policies, and implementation of policies through carefully examined examples of successful and not-so-successful programs and practices in various areas. Section I is The Demographic Context and Historical Backgrounds of Immigration and Education in North Carolina; Section II is Immigration, Immigrants, Schools, and Communities in North Carolina; and Section III is Language Education and the Translinguistic Community. In Section I, two chapters frame the demographic context and historical background of the book. They remind readers to reconsider the role of the school, ix

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