Reference List: How to Support Immigrant Students and Families

The following references are cited in the Colorín Colorado guide, How to Support Immigrant Students and Families: Strategies for Schools and Early Childhood Programs.

References

American Federation of Teachers. (2017). Fact Sheet: “Protecting the Rights of Immigrant Students.” Retrieved from: https://www.aft.org/sites/default/files/im_daca-rescind_students.pdf

American Psychological Association. “Undocumented Americans: What is it like to grow up as an undocumented youth in America?” Retrieved from: https://www.apa.org/topics/immigration/undocumented-video.aspx

Artiga, S., and Ubri, P. (2017). Living in an Immigrant Family in America: How Fear and Toxic Stress Are Affecting Daily Life, Well-Being, & Health. Kaiser Family Foundation. December 2017. Retrieved from: https://www.kff.org/disparities-policy/issue-brief/living-in-an-immigrant-family-in-america-how-fear-and-toxic-stress-are-affecting-daily-life-well-being-health/

Annie E. Casey Foundation. 2017 Race for Results: Building a Path to Opportunity for All Children. Retrieved from: http://www.aecf.org/resources/2017-race-for-results/

Barnwell, P. (2016). Response: 'Fear' Should Not Stop Us From Exploring 'Controversial' Topics in School. Education Week. Retrieved from: http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2016/10/response_fear_should_not_stop_us_from_exploring_controversial_topics_in_school.html

California Charter Schools Association in collaboration with the Stanford Law school. (2017). Protecting Undocumented and Vulnerable Students. Retrieved from: https://www-cdn.law.stanford.edu/wp-content/uploads/2017/06/CCSA-YELP-SLS-Policy-Lab-Protecting-Undocumented-Students.pdf#page=12

California School Boards Association. (2017). Legal Guidance: Providing All Children Equal Access to Education, Regardless of Immigration Status. Retrieved from: http://files.clickdimensions.com/csbaorg-akcvg/files/201702csba-legal-guidance-equalaccessv2.pdf

Cervantes, W., Ullrich, R., & Matthews, H. (2018). Our Children’s Fear: Immigration Policy’s Effects on Young Children. Washington, DC: Center for Law and Social Policy. Retrieved from: https://www.clasp.org/sites/default/files/publications/2018/03/2018_ourchildrensfears.pdf

Dillard, C. (2018). “School-to-Deportation Pipeline.” Teaching Tolerance, Issue 60, 42-45. Retrieved from: https://www.tolerance.org/magazine/fall-2018

Doucet, F. & Adair, J.K. (2018). A Vision for Transforming Early Childhood Research and Practices for Young Children of Immigrants and Their Families. New York: Bank Street College of Education. Retrieved from: https://s3.amazonaws.com/bankstreet-wordpress/wp-content/uploads/2018/06/A_Vision_for_Transforming1.pdf

Duval, S. (2017). Antiracist Practices: Strengthening Students’ Sense of Self to Promote Hope and Confidence for Student Success. In S. Wong, E. Sánchez Gosnell, A. M. Foerster Luu, & L. Dodson (Eds.),  Teachers as Allies: Transformative Practices for Teaching DREAMers & Undocumented Students. New York: Teachers College Press.

Felter, C. and Shendruk, A. (2018). Council on Foreign Relations: What Is Temporary Protected Status? Retrieved from: https://www.cfr.org/article/what-temporary-protected-status

Ferlazzo, L., and Hammond, L. (2009). Building Parent Engagement in Schools. Denver: Linworth.

Fladwood-Handley, S. (2017). “All Hands on Deck: Creating Immigrant Support Teams for Students in Topeka.” Retrieved from: http://www.colorincolorado.org/article/all-hands-deck-creating-immigrant-support-teams-students-topeka

Gándara, P. (2018). The Impact of Immigration Enforcement Policies on Teaching and Learning in America’s Public Schools. Research presentation. Retrieved from: https://www.wilsoncenter.org/event/the-impact-immigration-enforcement-policies-teaching-and-learning-americas-public-schools

Gándara, P., & Ee, J. (2018a). Working paper: U.S. Immigration Enforcement Policy and Its Impact on Teaching and Learning in the Nation's Schools. University of California – Los Angeles: The Civil Rights Project. Retrieved from: https://www.civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/u.s.-immigration-enforcement-policy-and-its-impact-on-teaching-and-learning-in-the-nations-schools

Gándara, P., & Ee, J. (2018b). Summary: U.S. Immigration Enforcement Policy and Its Impact on Teaching and Learning in the Nation's Schools. University of California – Los Angeles: The Civil Rights Project. Retrieved from: https://www.civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/u.s.-immigration-enforcement-policy-and-its-impact-on-teaching-and-learning-in-the-nations-schools

Gándara, P. & Sanchez, S. “How Immigration Enforcement Policies Are Impacting Students and Teachers Nationwide.” (2018). Share My Lesson and Colorín Colorado Webinar. Retrieved from: https://sharemylesson.com/teaching-resource/how-immigration-enforcement-policies-are-impacting-students-and-teachers

Greenberg, E., Michie, M., & Adams, G. (2018). Expanding Preschool Access for Children of Immigrants. Washington, DC: Urban Institute. Retrieved from: https://www.urban.org/research/publication/expanding-preschool-access-children-immigrants

Immigrant Legal Resource Center. “Help for Immigrant Families: Guidance for Schools.” Retrieved from: https://www.ilrc.org/sites/default/files/resources/school_resource_v3.pdf

Kids in Need of Defense & the National Association for the Education of Homeless Children and Youth. (2010). Immigration and Schools: Supporting Success for Undocumented and Unaccompanied Homeless Youth. Retrieved from: https://supportkind.org/wp-content/uploads/2015/04/Immigration-and-Schools-FINAL-NOV-2010.pdf

Kizner, S. (2017). “Moral Leadership and Unwavering Respect for All Kids: A Superintendent’s Perspective.” Retrieved from: http://www.colorincolorado.org/article/moral-leadership-and-unwavering-respect-all-kids-superintendents-perspective

Mangual Figueroa, A. (2017). Speech or Silence: Undocumented Students’ Decisions to Disclose or Disguise Their Citizenship Status in School. Retrieved from: http://journals.sagepub.com/doi/abs/10.3102/0002831217693937?journalCode=aera

National Association of Secondary School Principals. (2011, updated in 2019). Position Statement: Undocumented Students. Retrieved from: https://www.nassp.org/policy-advocacy-center/nassp-position-statements/undocumented-students/

Peterson, L. (2017). “Finding Where the Hope Is: Supporting Immigrant Students as a School Psychologist.” Retrieved from: http://www.colorincolorado.org/article/finding-where-hope-supporting-immigrant-students-school-psychologist

Robertson, K. (2017). “Finding Answers for Our Immigrant Students and Families: An ELL District Leader’s Perspective.” Retrieved from: http://www.colorincolorado.org/article/finding-answers-our-immigrant-students-and-families-ell-district-leaders-perspective

Sanchez, S., Freeman, R., & Martin, P. (2018). Summary: Stressed, Overworked, and Not Sure Whom to Trust: The Impacts of Recent Immigration Enforcement on our Public School Educators.  University of California – Los Angeles: The Civil Rights Project. Retrieved from: https://www.civilrightsproject.ucla.edu/research/k-12-education/stressed-overworked-and-not-sure-whom-to-trust-the-impacts-of-recent-immigration-enforcement-on-our-public-school-educators

Staehr Fenner, D. (2015). “Your Role in the Common Core: Advocating for ELLs (Part 1).” Retrieved from: http://www.colorincolorado.org/blog/your-role-common-core-advocating-ells-part-1#sphere

Sugarman, J. (2018). Working Paper: From Plyler to Sanctuary: Education Policies Promoting a Welcoming and Safe Environment for Immigrant Families. Retrieved from: https://www.civilrightsproject.ucla.edu/research/k-12-education/from-plyler-to-sanctuary-eduation-policies-promoting-a-welcoming-and-safe-environment-for-immigrant-families

Thorp, E., Sánchez, S. and Sánchez Gosnell, E. (2017). Embracing Cultural Dilemmas: A Framework for Teachers Working with Immigrant Students and Their Families. In S. Wong, E. Sánchez Gosnell, A. M. Foerster Luu, & L. Dodson (Eds.), Teachers as Allies: Transformative Practices for Teaching DREAMers & Undocumented Students. New York: Teachers College Press.

Thorp E. (2017). Teachers as Allies and Advocates for Students Living in Fear of Raids, Detention, and Deportation. In S. Wong, E. Sánchez Gosnell, A. M. Foerster Luu, & L. Dodson (Eds.), Teachers as Allies: Transformative Practices for Teaching DREAMers & Undocumented Students. New York: Teachers College Press.

Ullrich, R. (2018). Center for Law and Social Policy. “Keeping Immigrant Families Safe in Early Childhood Programs.” Retrieved from: https://www.clasp.org/blog/keeping-immigrant-families-safe-early-childhood-programs

U.S. Department of Education. (2014). Fact Sheet: Information on the Rights of All Children to Enroll in School. Retrieved from: https://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-201405.pdf

U.S. Department of Education. (2015). Resource Guide: Supporting Undocumented Youth – A Guide for Success in Secondary and Postsecondary Settings. Retrieved from: https://www2.ed.gov/about/overview/focus/supporting-undocumented-youth.pdf#page=7

Wong, S., Sánchez Gosnell, E., Foerster Luu, A.M., Dodson, L. (Eds.) (2017). Teachers as Allies: Transformative Practices for Teaching DREAMers & Undocumented Students. New York: Teachers College Press.

Zacarian, D., Álvarez-Ortiz, L. & Haynes, J. (2017). “Using a Strengths-Based Approach with ELs: Supporting Students Living with Trauma, Violence and Chronic Stress.” Retrieved from: http://www.colorincolorado.org/article/using-strengths-based-approach-els-supporting-students-living-trauma-violence-and-chronic