Some SSWs hold deficit-based racial attitudes, conflating structural constraints with immigrant cultural values and misreading trauma responses¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q2 i? Some SSWs attributed immigrant students' work and school withdrawal to family cultural values rather than structural constraints, revealing deficit-based racialized attitudes. → Rodriguez 2022 q2 i? SSWs rarely identified racialized daily trauma in schools, instead locating trauma in home-country or migration experiences. → Rodriguez 2022 (2)

Evidence¶

Rodriguez 2022¶

Rodriguez, Roth, & Villarreal Sosa. (2022). "Immigration Enforcement Is a Daily Part of Our Students' Lives": School Social Workers' Perceptions of Racialized Nested Contexts of Reception for Immigrant Students. AERA Open. https://doi.org/10.1177/23328584211073170

q2 · i? · qualitative · r2

Qualitative thematic analysis of open-ended responses. An urban Florida SSW stated families "do not promote education, but encourage the students to go to work"; the authors interpret such accounts as conflating structural constraints with cultural values.

"These assumptions about undocumented students thinking academics are too difficult reveal underlying deficit-based racialized attitudes."

Rodriguez 2022 (2)¶

Rodriguez, Roth, & Villarreal Sosa. (2022). "Immigration Enforcement Is a Daily Part of Our Students' Lives": School Social Workers' Perceptions of Racialized Nested Contexts of Reception for Immigrant Students. AERA Open. https://doi.org/10.1177/23328584211073170

q2 · i? · qualitative · r2

Thematic analysis found most SSWs focused on trauma from home country or initial migration, with less awareness of daily microaggressions and racialized trauma in school and community contexts; deficit-based language about trauma was common.

"SSWs often identified trauma in immigrant students, but were unaware of daily forms of it induced by macro, meso, and micro racialization processes."

Discussion¶

Related Claims¶

• SSWs aware of racialized nested contexts of reception take advocacy actions that counteract racialization, though such actions were less frequently reported — related
• School social workers perceive immigration enforcement as a daily macro-level force producing fear and trauma among immigrant students and families — related
• SSWs perceive meso-level community and school contexts, including 287g programs and ICE activity, as shaping immigrant families' fear and access — related
• Multicultural approach to education may increase cultural sensitivity and reduce race-related stressors (review attribution) — related
• In Roster Justice, Avoidant-mindset participants described roster disparities in racially neutral terms while Aware-mindset participants named the racialized nature of the disparity — related
• Interviewed teachers attributed disengagement to technical, institutional, and social-relational environmental constraints rather than capability deficits — reports the opposite
• Review reports a game-based learning course increased adolescents' empathy and compassion in migration/refugee context — related