Civic Lessons: Public Schools and the Civic Development of Undocumented Students and Parents

Abstract

In the Court reasoned \t\t\tthat by providing undocumented students with core academic instruction, public \t\t\tschools could contribute to their participation in democratic institutions and \t\t\tthus enhance civic life. This article \t\t\tassesses this and a set of related claims. \t\t\tDrawing on three data sets, the authors consider how access to public \t\t\tschools shapes the civic development and civic engagement of undocumented \t\t\tstudents and their parents. They first \t\t\tintroduce data from a longitudinal study tracking the civic development of \t\t\tyouth through high school and into adulthood. \t\t\tThey then share survey data that indicates the relatively high levels of \t\t\tschool participation among undocumented immigrant parents in . \t\t\tFinally, they report on a case study of \t\t\ttwelve community-based groups who support robust school participation of undocumented \t\t\timmigrant parents. They find that public \t\t\tschools are key sites where undocumented immigrant youth and adults encounter \t\t\tother citizens and engage the state. Public \t\t\tschools teach about, and provide practice in, civic engagement. Undocumented immigrant students and parents \t\t\tdevelop knowledge, skills, and commitments for civic engagement by \t\t\tparticipating in school activities, school-based social networks, school \t\t\tgovernance, and educational reform.