Supporting undocumented students

A comparative study of training methods for pre-service school professionals

Bibliographic Data

ID21494487
AuthorsMelissa J Cuba (0000-0003-1011-1268, University of Maine, College of Education and Human Development, School of Learning and Teaching; Virginia Commonwealth University, School of Education, Virginia, United States, corresponding author), Brionna C Nomi (University of Maine, College of Education and Human Development, School of Learning and Teaching; Virginia Commonwealth University, School of Education, Virginia, United States), James H McMillan (0000-0001-7915-3576, University of Maine, College of Education and Human Development, School of Learning and Teaching; Virginia Commonwealth University, School of Education, Virginia, United States)
Year2023
Volume49
Issue2
Pages222-235
Publication date2023-03-15
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Education for Teaching International Research and Pedagogy (JOURNAL)
Journal identifiersISSN: 0260-7476 • E-ISSN: 1360-0540
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02607476.2022.2066463
OpenAlexW4224296370
LanguageEN
References cited16

Despite the 1982 Supreme Court decision Plyler v. Doe, little guidance has been provided on how to support undocumented students. Although education scholars have explored undocumented students’ experiences, little research examines the effects of professional development on pre-service school professionals’ understanding regarding policies and factors impacting undocumented students and their families. Since school professionals can be allies, and schools can provide safe spaces, this quantitative study investigated the effectiveness of two professional development opportunities- a two-hour, in-person training, and a film training- for pre-service school professionals focused on increasing their understanding of policies and factors impacting undocumented students. Findings indicated greater effectiveness for the in-person training when compared to the film training, and also indicated minimal differences in pre-post scores when comparing participants by race/ethnicity and level of experience on the topic. The results suggest that effective professional development can improve school professionals’ understanding of advocacy and support

Ethnic group · Medical education · Pedagogy · Political science · Professional development · Education and experiences of immigrants and refugees · Education Discipline and Inequality · Medicine · Migration, Health and Trauma · Psychology

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