Nested contexts of reception (NCOR) framework¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The NCOR framework, from Golash-Boza and Valdez (2018) building on Portes and Rumbaut, "conceptualizes educational institutions as one of several interrelated contexts which shape educational outcomes for immigrant youth." Contexts are not monolithic: an undocumented student may face exclusion at the federal level yet attend a welcoming campus in a state allowing scholarships. The article applies NCOR to school social workers' perceptions and argues local contexts like schools can attenuate hostile state or federal reception.

Design Implications¶

Context¶

Requirements¶

• Analysis must treat contexts as interrelated fields rather than isolated federal, state, or local levels

Constraints¶

• The framework, as the article notes, does not explicitly address the role of race, racial attitudes, and racial discrimination in institutions such as schools

Target Learners¶

• Immigrant students in K-12 schools, including undocumented students

Target Learning Objectives¶

• Educational access, belonging, and equity for immigrant students

Claims¶

• Ssws Perceive Enforcement Daily Macro Force [+M]
• Ssws Perceive Meso Community School Contexts [+M]

Related Theories¶

Examples¶

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Key Sources¶

• 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