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In response to growing concerns about the impact of harsh immigration enforcement policy since the 2016 presidential campaign, we examined its overall impact on the nation’s schools, using survey data completed by over 3,600 educators across the country. Our study results show that immigration enforcement is affecting all students—both those from immigrant homes and those that are not. In particular, Title I schools are the most affected by immigration enforcement. Our results also show that the higher the percentage of White students, the more educators reported immigrant students being exposed to a hostile, anti-immigrant environment. We conclude that the current policy of immigration enforcement significantly dismantles an equitable education for all students and creates a critical threat to their futures.

California has witnessed substantial growth in multilingual programs over the past half-century since the foundational Lau v. Nichols decision, with one in seven public schools statewide offering such programs for students. Likewise, the rapid rise in California’s Asian population, as well as the increase in both overall racial diversity and socioeconomic disparities across the state, have influenced dual language bilingual education discussions. Commemorating the fiftieth anniversary of the Lau decision, this study examines the impact of school and community characteristics on the availability of dual language programs in California public schools, with particular focus on the state’s Asian student population. Employing logistic regression analysis to delve into the American Community Survey and California Department of Education datasets, the study specifically examines how student demographics and school characteristics (e.g., grade level, charter, and magnet status), as well as community features (e.g., the share of foreign-born populations and median household income), are associated with the offering of dual language programs in California schools. Despite the considerable growth of the state’s Asian American population, the study could not find a meaningful connection between Asian representation and the provision of dual language programs. In addition, the results reveal severe equity concerns regarding low-income students’ access to dual language programs. Charter schools also tend to underutilize dual language programs compared to their non-charter counterparts. Based on the study’s findings, we raise concerns regarding why the presence of Asian students cannot be better leveraged as a driving force for implementing dual language programs in California’s public schools and highlight the persistent disparities faced by economically disadvantaged students.

This qualitative study investigates parents of students in a Korean-English dual-language immersion (KDLI) program located in urban Southern California, where the majority of residents are from working-class and low-income immigrant background. The study looks at two topics through the lens of community cultural wealth: why parents of students in the KDLI program value this program; and what concerns they might have for the program. Classroom and school observations, as well as semistructured interviews, were used to explore these research questions. Six Korean parents and six non-Korean parents participated in the interviews. Additionally, interviews with school personnel, including teachers in the program and the school principal, were conducted to triangulate with parents' thoughts and experiences. Findings show that the parents in this study recognized different types of community cultural wealth and expected multiple advantages from the program, such as bilingual and bicultural competency, economic benefits, academic advantages, and the development of a strong sense of identity. The parents and school personnel also commented on challenges and tensions in the program and questioned its efficacy in terms of language development. Based on the findings, I discuss implications for dual-language programs, especially those in urban areas.

This qualitative study investigates parents of students in a Korean-English dual-language immersion (KDLI) program located in urban Southern California, where the majority of residents are from working-class and low-income immigrant background. The study looks at two topics through the lens of community cultural wealth: why parents of students in the KDLI program value this program; and what concerns they might have for the program. Classroom and school observations, as well as semistructured interviews, were used to explore these research questions. Six Korean parents and six non-Korean parents participated in the interviews. Additionally, interviews with school personnel, including teachers in the program and the school principal, were conducted to triangulate with parents' thoughts and experiences. Findings show that the parents in this study recognized different types of community cultural wealth and expected multiple advantages from the program, such as bilingual and bicultural competency, economic benefits, academic advantages, and the development of a strong sense of identity. The parents and school personnel also commented on challenges and tensions in the program and questioned its efficacy in terms of language development. Based on the findings, I discuss implications for dual-language programs, especially those in urban areas.

This study used negative binomial regression to investigate whether exposure to novice teachers and risk for identification for special education predicted suspension rates. Data from the 2009-2010 Civil Rights Data Collection (CRDC) was used. The sample was comprised of 72,168 schools from nearly 7,000 school districts from nearly every state. Identification as having emotional disturbance and specific learning disabilities were found to predict an increase in suspension rates for some subgroups across some school levels. Conversely, identification as being autistic was found to predict a decrease in suspension rates for some subgroups across some school levels. Policy implications are discussed.

Kim, a doctoral student from South Korea, went to a grocery store after being in the U.S. for only one week. When he got to a counter to pay for the items that he picked up, a clerk asked if Kim wanted cash back when he paid with his debit card. Since there was no cash back system in grocery markets in his home country, Kim did not understand right away what the clerk meant. Kim seemed to be puzzled and responded, “Yes, I want cash [back]” but changed his answer in a few seconds, “No, no, no. [I] don’t need [it].” On hearing him, the clerk whispered to another clerk:, “He’s an idiot.”

This dissertation study investigated parents of students in Korean-English two-way immersion (TWI) programs in the Los Angeles area. For this study, I collected surveys from seven elementary schools' Korean-English TWI programs, and a total of 454 parents of children in the programs participated in the study. Using the survey data, I documented parents' demographic features and explored parents' perceptions regarding their child's language development in both English and Korean. I also examined parents' views on their child's experiences to relate to students of other races and cultures and parents' own experiences with fellow parents. I then explored parental participation in Korean-English TWI programs and in school. Finally, I investigated parents' overall evaluation of their child's Korean TWI programs. Survey data were analyzed by multiple regression analyses, where I investigated relationships between topics of interest and other parent-related variables. I also presented descriptive statistics for individual topics and performed rank sum tests to compare Korean parents in the survey to non-Korean parents to examine group differences. The study's findings call upon researchers and educators to attend to Korean TWI programs and TWI programs in general to ensure quality dual language instruction for all students and foster integration in the program. Although Korean TWI programs have significant potential in offering inclusive environment where students as well as their families interact with diverse racial, cultural, and linguistic groups, this study also evokes the significance of conscious and purposeful efforts for integration, which should be attended to continuously.