A new report from the Migration Policy Institute outlines the types of personal and structural discrimination that young children of immigrants may experience at school.
The study from the organization’s National Center on Immigrant Integration Policy makes the case that the experiences of young children of immigrants, many of whom are English-language learners, from pre-kindergarten through 3rd grade play a significant role in determining their academic future.
When schools view children of immigrants positively, the students are more likely to form “positive connections with the larger U.S. society.” Conversely, focusing on their lack of English ability or knowledge of U.S. culture during their early years can negatively affect their personal development and academic trajectories.
The study found that personal discrimination can take four forms:
The study also detailed four forms of structural discrimination:
The report also offers recommendations that focus on training teachers, building relationships between schools and immigrant communities, and encouraging more culturally sensitive learning experiences.
Jennifer Keys Adair, an assistant professor in the department of curriculum and instruction at the University of Texas, is the report’s author.
