Undocumented Immigrant Status: Implications for Music Education

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com

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Undocumented Immigrants; Music Education; Social Bias; Student Experience; Citizenship; Student Participation; Access to Education; Elementary Secondary Education; College Students; Student Needs; Stress Variables; Barriers

10.1177/87551233231181457

8755-1233
1945-0109

Although issues concerning immigration have been debated for decades, the results of the 2016 U.S. presidential election ignited additional politicization, particularly regarding undocumented immigration. Dominant narratives of undocumented persons continue to be framed in damaging and deficit perspectives that position individuals as unhuman ("alien") and criminal ("illegal"). Considering the ongoing anti-immigrant climate, it is imperative to learn from undocumented student experiences and how citizenship status might impact access to and participation in music classes. Importantly, learning from undocumented students' experiences could help educators and administrators better support a significant population in school communities. In this review of literature, I explore research relevant to undocumented immigrant students in the United States and offer implications for working with undocumented students and families.

As Provided

2024

EJ1426895