A Qualitative Examination of Work, Families, and Schools in Low-Income Latinx Communities During Strict Immigration Enforcement

Education policy and the role of schools are a neglected part of the welfare state. Yet schools may be important sites for understanding how policy, work, and families intersect in immigrant households. Drawing on thirty interviews from seventeen households, this article highlights the experiences o...

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Published inRSF : Russell Sage Foundation journal of the social sciences Vol. 8; no. 5; pp. 184 - 199
Main Authors RANGEL, DAVID E., PECK, ELIZABETH
Format Journal Article
LanguageEnglish
Published United States Russell Sage Foundation 01.08.2022
Subjects
Children
Deportation
Education
Education policy
Employment
Enforcement
Families & family life
Father-child relations
Fathers
home-school relations
Hostility
Households
Immigrants
Immigration
immigration enforcement
Immigration policy
Intergenerational transmission
latinx experience
mexican immigrant fathers
Parent participation
parental involvement
Parents & parenting
Part II. How Can the Labor Market and Public Policy Respond?
Schools
Social security
Welfare state
United States > US
Texas
Arizona
Mexican immigrant fathers
home-school relations
Latinx experience
immigration enforcement
parental involvement
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Summary:Education policy and the role of schools are a neglected part of the welfare state. Yet schools may be important sites for understanding how policy, work, and families intersect in immigrant households. Drawing on thirty interviews from seventeen households, this article highlights the experiences of families with young children during a time of increased national hostility toward immigrants. Given that immigrant families are often excluded from more traditional forms of social insurance, findings reveal the central role of fathers both inside and outside the home. Parental involvement, defined as parents’ interactions with their children’s education both inside and outside the home, was structured by English-dominant schooling environments. In Phoenix, parental involvement was uniquely shaped by a punitive immigration context at father’s work and in children’s schools. We discuss the implications of our findings on the intergenerational transmission of disadvantage and advance policy recommendations to support foreign-and U.S.-born children’s educational success.
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ISSN:2377-8253
2377-8261
DOI:10.7758/RSF.2022.8.5.09