The Impact of Living in a Mixed-Status Family on PK-12 Students

Autor/inn/en	Mass, Allison; Cohen, James; McCarthy, Sadie; Dahnweih, Gonwo; Franklin, Myia
Titel	The Impact of Living in a Mixed-Status Family on PK-12 Students
Quelle	In: Association of Mexican American Educators Journal, 10 (2016) 1, S.18-35 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Immigration; Public Policy; Undocumented Immigrants; Preschool Children; Elementary School Students; Secondary School Students; Anxiety; Self Esteem; Child Health; Identification (Psychology); Poverty; Academic Achievement; Success; Fear; Law Enforcement; Influences; Literature Reviews + Suchen Sie Ihr Suchwort? Öffentliche Ordnung; Illegaler Aufenthalt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sekundarschüler; Angst; Self-esteem; Selbstaufmerksamkeit; Armut; Schulleistung; Erfolg; Furcht; Gesetzesvollzug; Influence; Einfluss; Einflussfaktor
Abstract	Between July 1, 2010, and September 31, 2012, "nearly 23% of all deportations--or 204,810 deportations--were issued for parents with citizen children" (Wessler, 2012). In addition, Homeland Security reported that 315,943 immigrants were "removed" from the U.S. in 2014 alone (U.S. Homeland Security, 2014), which is added to the nearly two million people who had been deported since President Obama took office (Corones, 2015). Hence, the government's enforcement of its immigration policy has helped create several problems: (1) the foster care system is now more overwhelmed (Wessler, 2011); (2) the fabric of thousands of families is being destroyed (Wessler, 2011); and (3) students are being emotionally, psychologically, physically, and academically affected by these deportations. Immigration Customs and Enforcement (ICE) is separating family members, especially undocumented parents from their citizen children, by deporting parents and leaving children behind in either the foster care system or with relatives. The purpose of this article is to map the impact that current immigration policies have on students in mixed-status families by reviewing the existing literature. Mixed-status families consist of at least one family member without documentation and at least one member with documentation (Newman, 2016). The authors begin by describing the problem, including discussion on the psychological, physical, and academic effects of living in a mixed-status family on PK-12 students. They conclude with potential solutions that teachers and schools can execute to improve the schooling experiences of PK-12 students in mixed-status families. (ERIC).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://www.amae.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01