Educational Leaders Bridging the Home, School, Community Nexus During Times of Deportability
Open AccessGiven the potential threats and vulnerability surrounding the impact of deportation and deportability, strong home, school, community partnerships play a critical role in ensuring the academic success and well-being of immigrant Latino students. Utilizing tenets of social justice leadership (Theoharis, 2009) and Epstein’s (2001) framework, this study examined how K–12 school leaders created systems of support for immigrant Latino students living with the persistent threat of parental deportation and a larger community threat of deportation. I utilized a basic qualitative design to interview 14 principals and assistant principals across the United States to identify what the home, school, community partnership looks like for immigrant Latino students and families. Data analysis indicated four comparative themes: (a) “Esto es mi comunidad”/“This is my community”; (b) access to technology crossed any physical boundaries; (c) deportation is a way of life; and (d) “one student, all students”: changes to school culture. This research aimed to reconceptualize the role of families in communities living with the threat of deportation and seek culturally appropriate definitions of how to successfully implement equitable home, school, community partnerships in the school setting. This work has implications for school leaders who wish to apply a social justice advocacy lens to their intentional commitments to immigrant bilingual and multilingual families for the academic success of their students.
- All rights reserved
Notice to Authors
If you are the author of this work and you have any questions about the information on this page, please use the Contact form to get in touch with us.