Not Theirs, but Ours: South Texas Superintendents Take a Stance on Immigrant Students

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  • Author(s): McKeon, Kerry (ORCID McKeon, Kerry (ORCID 0000-0002-1245-6705); Merchant, Betty (ORCID Merchant, Betty (ORCID 0000-0003-0696-2094); Niño, Juan; Flanagan-Gonzales, Christopher (ORCID Flanagan-Gonzales, Christopher (ORCID 0000-0001-8148-7655); Sultan, Saleha (ORCID Sultan, Saleha (ORCID 0000-0001-7895-7943)
  • Language:
    English
  • Source:
    Multicultural Education Review. 2022 14(2):120-133.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      14
    • Subject Terms:
      Superintendents; Professional Identity; Administrator Attitudes; Beliefs; Immigration; Immigrants; Social Justice; Advocacy; Political Issues; Administrator Responsibility; Student Needs; Context Effect
    • Subject Terms:
      Texas
    • Accession Number:
      10.1080/2005615X.2022.2087029
    • ISSN:
      2005-615X
      2377-0031
    • Abstract:
      This article explores how five school superintendents in south Texas construct their professional identity and positionality around immigration and immigrant students during interviews with academics researching social justice advocacy of superintendents. Situated in south Texas on the frontline of migration flows and faced with a conservative state political climate, these savvy political actors carve out a professional identity that makes sense in the south Texas context. This ethnographic study uses sociocultural linguistics and critical discourse analysis to find that that superintendents position themselves by actively resisting political labels with discursive moves and stance-taking while advocating for students. This study also contributes to our understanding of the research interview as a contested site for the co-constructed formation of personal and professional identities.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1359317