Index

Abbott, Greg, 207n20

access, xvi, 64, 112, 128, 145, 151, 173, 177; denial of, xvii, 127; digital, 152; educational, xiii, xiv, xvi, 10, 117, 119, 154–57, 158, 159, 162, 166, 189n27; gaining, 147, 154–57; to health care, 19, 49; immigration status and, 62; rhetoric of, 119; to social service, 62

accountability, 42, 84, 199n18

acompañamiento, 148, 151

activism, 125, 126–27, 128, 132, 196n80, 198n86, 204n1; Dreamer, 130; immigrant, 26; of New York Collective of Radical Educators, x; teacher, 197n83

advancement, 133, 148; barriers to, 119; educational, 149

Ali, Arshad, 47

aliens, legally admitted, xiii, 9

Ambrosio, Guadalupe, 204n5

anti-immigrant sentiment, ix, 8, 207–8n20

anxiety, 22, 33, 43, 124, 135, 140, 154, 157, 196n81; expressing, 23; instilling, 166

Anzaldúa, Gloria, 23

assent, 35, 43, 45

assimilation, 173, 184n20, 202n20

Associated Press, 185n24

audio recorders, 32, 35, 36, 43, 46

Aurora, xii, xvii, 2, 3, 7, 12, 20, 23, 24, 25, 31, 34, 35, 37, 42, 43, 46–47, 90, 91, 99; acompaamiento and, 151; anxiety for, 124; being outside and, 153; belonging and, 27; border crossings and, 16; Brandon and, 92, 101, 102, 103, 104; Catalina and, 38, 39, 44, 45, 93, 95, 96, 97; citizenship and, 27, 87, 107; Claudia and, 164; college access and, 157; confidence of, 36, 104, 199n13; confidentiality and, 41; conversations and, 146; DACA and, 148, 149, 150, 159; data analysis and, 67; disclosure and, 163; field trip and, 100–101; games and, 88; graduation and, 116–17, 118; homework and, 65; immigration experience of, 4, 67, 72, 112, 162; immigration status and, 13, 15, 68, 69, 111, 113, 114, 117–18, 122, 145; injustices and, 112, 113–14, 115, 118; inquietud and, 86, 131; Juan and, 46; Kevin and, 45; Maysi and, 93–94; meeting with, 5, 6; norms/agreements and, 40; speech/silence and, 26; stereotypical judgments and, 89; stigma for, 165; thank-you letters and, 128, 129, 131; undocumented status and, 72, 146

authorization, 2, 15, 52, 113, 148, 149, 156, 160, 185n24; state-sanctioned, 29; work, 108

Avineri, Netta, 185n24

awareness, 12, 13, 37, 60, 96, 107, 123, 129, 143, 166; of citizenship, 47; degrees of, 5; metalinguistic, 8, 16, 44, 47, 146; teacher, 187n9

Bank Street College of Education, 181n4

Baquedano-López, Patricia, 193n69, 198n6, 204n10

barriers: educational, 133; institutional, 12, 115, 119, 123

Basso, Ellen, 192n61, 195n80

Belmont Report: Criteria for Inclusion, Risks, and Beneficence, 33, 34, 35, 39, 42

belonging, 27, 90–91, 114; birthright and, 87; education and, 115; questions about, 171; sense of, 23, 29, 30, 66, 79, 114, 123, 146, 161, 163

beneficence, 42–47; ethics of, 147; knowledge of, 148

Bhimji, Fazila, 18

Biden, Joseph: DACA and, 150

bilingual/bilingualism, ix, xi, xii, 38, 63, 181n2, 181n3, 181n4, 208n20

birthdays, 74, 76, 77, 85, 117, 146; importance of, 84; memoirs of, 78–80

birthplace, 21, 25, 84, 90, 159, 175; belonging and, 87; citizenship and, 58, 59, 74; immigration status and, 93, 144; questions about, 173; revealing, 92, 95, 96

Black Lives Matter, 7–8, 151

Blackmun, Justice, 9

Black Panther Party, 182n6

border crossings, 80, 82–83, 88, 89, 111, 171, 172; experiences of, 15, 92; risk of, 112–13; talking about, 41

Brandon, 91, 101, 116, 129; Aurora and, 92, 101, 102, 103, 104

“Brave” (Bareilles), 136, 140, 141

Brennan, Justice, xiii, 9; on education/cultural values, 119; Plyler and, 10

Brooklyn, 7, 53, 76, 80, 112, 115; immigrant neighborhoods in, xiii; leaving, 155

Bruner, Jerome, 49; spiraling curriculum and, 25, 52; theory of learning and, 52

bullying, 89, 115

Byrnes, Meredith, 202n19

cameras, responding to, 137 (fig.)

Capps, Lisa, 72

Carlos, 53, 54, 56; citizenship and, 57, 58–59; documentation and, 60, 61; passports and, 59, 64; spiraling curriculum and, 61

Carvajal, Cynthia Nayeli, 185n24

Castagno, Angelina E., 203n2

Catalina, xii, xvii, 2, 3, 12, 20, 23, 24, 25, 31, 34, 35, 37, 40, 43, 53, 57, 64, 66–67, 90, 99, 100, 135, 138; acompañamiento and, 151; Aurora and, 38, 39, 44, 45, 93, 95, 96, 97; belonging and, 27; childhood of, 79–80; citizenship and, 27, 55, 56, 80, 82, 107; college access and, 157, 158; confidence for, 36, 199n13; confidentiality and, 41; DACA and, 148, 149, 150; documentation and, 59, 60, 61; family separation and, 159; feeling safe and, 153; Hazel and, 136–37; identity of, 96; immigration experience of, 4, 71, 72, 76, 162; immigration status of, 13, 69, 97, 145, 159; insights of, 16; juridical status and, 146; language brokering by, 62; meeting with, 5, 6; memoir of, 74–80; police and, 139, 140; school lunch forms and, 156; silence/speech and, 26, 85; social services and, 62; spiraling curriculum and, 52; writing fluency of, 74

Causas de Quinto (Fifth-grade causes), 99, 107, 108, 109, 110, 111, 123, 131

Center for American Progress, 205n1

Center for Puerto Rican Studies, 181n3. See also El Centro

Chang, Aurora, 50, 65, 115, 189n32

childhood, 100, 144, 146; citizenship and, ix, 31; development, 8, 54; experiences, 77, 79, 80; sociopolitical context of, 1

chill/chilling effect, xiii, 9, 23, 25, 51, 61, 66, 87, 109, 156, 166–67, 181n13, 183n14, 188n24, 197n84, 201n17

Chomsky, Aviva, 11

citizenship, 52, 117, 125, 128, 151, 163, 178; anxiety about, 135; birthplace and, 58, 59, 74; birthright, x, xv, xvii, 1, 57, 67–68, 79, 80, 87, 91, 133, 201n13, 202n21; childhood and, ix, 31; complexity of, 152; cultural, xvi, 68; differences of, 3; driver’s licenses and, 9; economic burdens and, 64; education and, 23, 61, 97, 118, 121, 149, 151; equalization/access and, 119; grade, 51, 195n75; immigration documents and, 145; juridical, xv, xvi, 22, 50, 51, 65, 68, 87, 184n19, 199n14; knowledge about, 1, 18, 30, 31, 47, 53, 80; legal, xv, 62; meanings of, 20, 30, 62, 184–85n23; metaphorical versus, xvii, 23, 62, 66, 171; national, 50, 55; obtaining, 50, 61, 65, 202n22; pathway to, 7, 108; promise of, 82; questions about, 67–68, 87; references to, 22; significance of, xv, 11, 25, 29, 31, 80, 97, 109, 133, 143, 144, 146; spiraling curriculum of, 25, 26, 49, 52, 54, 61, 69, 71, 80, 92, 100, 107, 118, 123, 144, 145, 156, 157; talking about, 21, 36, 37, 54, 61, 122, 145; test, 128; understanding, 1, 31, 167, 200n10

citizenship status, xi, xiii, xiv, 22, 29, 89, 97, 201n14; innocence regarding, 166; realities/risks of, 165; reckoning with, 146; revealing, 156; talking about, 39

City University of New York (CUNY), 158, 181n3, 183n10, 185n24, 206n12

Civil Rights Movement, 110, 116

Claudia, 162, 164; Aurora and, 164; disclosure and, 163; stigma for, 165

Coercive Concern (Jaffe-Walter), 186n31

college, 176; access to, 158; applications/help with, 156–67; attending, 161, 177

colonialism, history of, 72

communication, 20, 22, 191n60, 193n65, 194n70, 196n81; norms governing, 191n61; opening, 200n8; resources for, 24; studies of, 191n61; transnational, 32; verbal/nonverbal, 192n62

confidentiality, 36, 39–40, 121, 124, 125, 127; loss of, 39, 42; maintaining, 51

consent, xiv, 51, 121; forms, 35; informed, 33, 43, 121, 151

conversation analysis, xix, 24

counseling services, 157

Covid–19 pandemic, 151, 152, 153; deaths during, 154; remote learning and, 26–27

Culturally Relevant Pedagogy/Culturally Sustaining Pedagogy, 184n20

culture, 86, 88, 184n20, 195n80; education and, 119; middle-class, xii

CUNY. See City University of New York

curriculum, 21, 31, 85, 99, 108, 109; creation of, 3, 24; humanities, 110; language arts, 73; social studies, 66, 107. See also citizenship: spiraling curriculum of

Dabach, Dafney Blanca, 184n19

DACA. See Deferred Action for Childhood Arrivals

Daniela, Ms., 6, 35, 36, 44, 85, 86, 89, 92, 95, 109, 113, 116, 121, 135, 138, 139, 141; Causas de Quinto and, 108; Dreamer Club and, 119–20; Dream Team and, 120, 126, 130; field trip and, 99–100; graduation and, 117; immigration status and, 115, 122; on injustices, 110–11; memoir writing and, 73–74; note from, 111; open-ended question by, 112; pedagogical dilemmas and, 43; thank-you letters and, 128, 129, 132; undocumented students and, 123

data analysis, 6, 25, 35, 39–40, 45, 67, 82, 121; collaborative, 145

data collection, 5, 13, 32, 34, 45, 74, 144, 147, 152; methods for, 47; school-based, 5

Deferred Action for Childhood Arrivals (DACA), 7, 108, 146, 152, 160, 167; applying for, 150; citizenship and, 149; legal battles surrounding, 206n8, 206n11; qualifying for, 65; recipients, 161–62; revoking, 150, 151; shifting terrain of, 148

Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA), 149

demographics, xi, xii, xiii, xv, 4, 67, 182n8, 186n8; changes in, 182n5, 182n9, 208n20

deportation, 12, 63, 72, 117, 132, 153, 190n44, 191n54, 199n8, 207n17; protection from, 148; threat of, 18, 24, 84, 151, 159

detention, 72, 190n43, 190n44, 191n54, 207n17; fears of, 151; risking, 63

Development, Relief, and Education for Alien Minors. See Dream Act (federal)

Diaz Ordaz, Gustavo, 203n23

diplomas, 50, 117, 119, 157; honors, 118; immigration papers and, 115; inequality and, 118; obtaining, 158; student-of-the-month, 114, 115

disclosure, 35, 40, 80, 88, 92, 114, 121, 130, 132, 133, 146, 158, 159, 164; fear of, 161; metapragmatics of, 162; potential for, 145; risks of, 63, 144, 163, 169; silence and, 194n69

discourse, xv, 1, 118, 131, 153, 186n31, 194n69, 202n20; anti-immigrant, 208n20; birther, 202n21; conversational, 192n62; patterns, 54, 193n65; political, 72, 151, 206n12; societal, 208n22; strategies, 21

discrimination, 24; injustices and, 112; linguistic, 111–12; racial, 111–12

diversity, 146; classroom, 66; conversations on, 85–86; defining, 86–89; narrative of, 71; seeing, 89–97

documents, 1, 11, 25, 30, 40, 50, 59, 61, 132, 153, 167, 178, 188n24; circulating, 62; conversations about, 145; educational, 68, 118; immigration status and, 64; interpreting, 61, 62, 100; safeguarding, 64; school, 51, 52, 61, 62, 68, 156, 157, 200n8; types of, 49; undocumented students and, 20, 201n18. See also immigration documents

Dominican Republic, xii, 7, 80, 91, 92, 151; immigrants from, 4; students from, xi

“don’t ask, don’t tell” approach, xiv, 143, 166, 167, 169, 188n25, 198n84, 208n21

Dream Act (federal), 108, 116, 120, 126, 127, 130, 146, 148, 204n4. See also New York Dream Act

Dreamers, 26, 108, 118–19, 120–21, 131, 204n2; activism of, 130; immigrant rights and, 121; language of, 116; visiting with, 123

Dream Team, 26, 99, 131, 133, 134, 155, 162, 167, 169; advocating for, 127; definition of, 204n5; interviewing, 109, 110, 115–23, 123–28, 161; issues for, 107–8; members of, 119, 120, 146; work of, 130, 205n18

Driver, Justin: Plyler and, 10

driver’s licenses, 12, 179, 188n24; citizenship and, 9; obtaining, 178; requiring, 9; undocumented immigrants and, 183n14, 209n5

Drop the I-Word, 185–86n24

Dyrness, Andrea, 148

economic issues, 29, 133, 152; citizenship and, 64

education, 30, 99, 101, 113, 133, 152, 194n74; access to, xiii, xiv, 10, 117, 119, 154–57, 158, 159, 162, 166, 189n27; belonging and, 115; citizenship and, 22, 23, 61, 118, 121, 149, 151; conversations about, 23; cultural values and, 119; higher, 159; immigration status and, xv, 50, 156, 157, 170, 197n83; interest in, 51; juridical status and, 118; opportunity for, 119; responsibility for, 164; restricting, 8, 9; right to, 144; self-worth and, 161. See also learning; public schools

educational policy, xiii, 144, 186n31

Educators for Fair Consideration, 202n23

El Barrio, x, 181n1, 181n4

El Centro, x, 181n3, 182n5

elementary school, x, 10, 176; attending, 178; graduation from, 97; Spanish–English, 4

El Salvador, xii, 7, 41, 80, 82, 151, 171; immigrants from, 4

English language, 73, 100, 189n26, 202n19; fluency, 173, 184n19

English language learners, 154, 208n20; enrollment of, 183n17; immigrant students as, xiv; labeling, 5; meeting needs of, ix

English as a Second Language (ESL), x, 36, 167, 182n7; classes, 52, 184n19; teachers, xi, xiv, 36

Equal Protection Clause, xiii, 9

ESL. See English as a Second Language

ethical issues, 25, 31, 33, 133, 146; solving, 34, 147

ethnographic studies, ix, x, 18, 35, 39, 134, 144, 145, 193n65, 209n4

exclusion, xiv, 10, 27, 29, 69, 159, 166, 182n9, 186n31; overcoming, 14; structural, 184n20

Family Educational Rights and Privacy Act (FERPA), xiv

family life, 3, 50, 53, 64

Federal Register, 33

Feliciano-Santos, Sherina, 196n80

field trip, 99–104

financial aid, 12, 108, 149

Fine, Michelle, 195n79, 196–97n83

Foner, Nancy, 182n9

food stamps, 52, 62

Fourteenth Amendment, 206n3; Equal Protection Clause of, xiii, xv, 9

free lunch program, 63, 64

“Frontera” (Pita), 82, 165

Funds of Knowledge, 184n20

Gallo, Sarah, 19, 198n84

García, Ofelia, 181n2

García-Sánchez, Inmaculada, 19, 170

Garfinkel, Harold, 193n69

gender, xv, 89; immigration status and, xiii; study of, 190n45

Gender Play (Thorne), 16

Girls and Gender Equity, 205n16

Gonzales, Norma, 189n37, 192n62

Gonzales, Roberto G., 10, 12

graduation, 97, 111, 115, 116–17, 118, 136, 157, 177, 184n19

Growing Up Bilingual (Zentella), 181n4

grupo de análisis, 6, 39–40, 67, 128

Guishard, Monique, 34

Hanks, William, 196n81

Harvard Educational Review, 202n23

Hazel, xii, xvii, 2, 3, 6, 7, 12, 20, 23, 24, 31, 34, 35, 37, 41, 43, 90, 91, 93, 99; acompañamiento and, 151; anxiety for, 140; belonging and, 27; Catalina and, 136–37; citizenship and, 27, 107; college access and, 157; confidence for, 36, 199n13; confidentiality and, 42; DACA and, 148; data analysis and, 67; experience of, 4; homework and, 65; immigration experience of, 72; immigration status and, 13, 69, 111; Jenni and, 141; meeting with, 5; risks/vulnerabilities and, 42; speech/silence and, 26

health care, xvii, 19, 49, 152, 153–54, 201n14

Heath, Shirley Brice, 192n62

high school, 176, 178; graduating from, 157

Home Language Survey (HLS), xi

homework, 20, 25, 50, 65–69; “citizens of the world,” 72; completing, 51, 67; oral history, 92

hyperdocumentation, 50, 51, 65, 115, 157

I Am My Language (Gonzales), 192n62

ICE. See Immigration and Customs Enforcement

identification cards, 50, 123, 156

identity, 21, 90–91, 96, 151; community, 30; concealing, 39; illegality as, 190n45; importance of, 195n80; Latino, 111; national, 202n20; social, 195–96n80

illegality, 184–85n23; as identity, 190n45; language of, xvi

immigrant children, 89, 170, 184–85n23, 209n4; deportation of, 153; immigration status and, 18; innocence of, 8–13; as knowing, 17–19; narratives of, 170; perspective of, 16; shadow population of, 206n3. See also undocumented children

immigrant families, x, xv; growing up in, 1, 112; homogenizing views of, 3; negative perception of, 146; reductive/essentialized notions of, 3; students from, ix

immigrant rights, 109, 115, 131–32, 133, 205n15

immigration, xiii, 7, 21, 88, 89, 91, 93, 109, 115, 121, 126; concerns about, 9, 25, 51; education and, xv, 144, 170, 197n83; literature on, 144; long-duration, 2; questions of, 202n21; revolving door-style, 3; silence about, 194n69; studies of, 30; subject of, 208n21; talking about, 19, 23, 37, 41, 61, 73, 77, 109, 111

Immigration and Customs Enforcement (ICE), 12, 172, 190n44, 207n17

immigration clinics, visiting, 5

immigration documents, 9, 25, 52, 54, 69, 118; citizenship and, 145; diplomas and, 115; lack of, 13, 18, 115, 165; state-issued, 50

immigration experiences, xii, 26, 30, 52, 72, 76, 109, 158, 202n20; geography and, 66; telling about, 18–19, 67, 71, 85, 96, 167

immigration policy, 64, 72, 107, 131, 148, 164, 182n9, 187n4, 201n13, 202n20, 208n21; changes in, 12–13; children’s consciousness and, 6; everyday lives and, 166; federal, 9, 159–60; local, 159–60; reform of, 99, 116; white supremacy and, 184–85n23

immigration reform, 7, 17, 51, 108, 133; debates over, 115; study of, 146

immigration status, xii, xiii, xiv, xv, xvi, 2, 3, 8, 9, 11, 20, 26, 30, 38, 50, 51, 52, 61, 97, 107, 121, 143, 164, 165, 169, 170, 173, 178; access/opportunity and, 62; awareness of, 13–17, 166, 179; birthplace and, 93, 144; changing, 6, 84; difference in, 3, 191n52; disclosing, 21, 35, 47, 68, 80, 92, 130, 133, 143, 144, 145, 163, 169, 174, 183n14; disguising, 68, 193–94n69; “don’t ask, don’t tell” and, xiv, 188n25; education and, 50, 156, 157; impact of, 12, 29, 85, 86; inquiring about, 66, 183n13; institutional barriers and, 115; knowledge of, 13–17, 54, 71; pedir el perdón, 84; questions of, 92–93; risks from, 147; school lunch and, 63; significance of, 38, 49, 61; silence about, 97, 145, 194n73; talking about, 13–14, 17, 20, 41, 51, 111, 113, 122, 133, 134; types of, xvi, 61, 88

inclusion, 29, 69, 96, 97, 147, 166; bids for, xvi; criteria for, 35–39; legal, 10

inequality, 50; diplomas and, 118; material/social, 18; school, 184n20; structural, 65, 203n2

informed assent, 35, 43, 45

informed consent, 33, 43, 121, 145

injustices, 35, 118, 192n64; changing, 110–15; discrimination and, 112; resisting, 99

“Injusticias Que Queremos Cambiar” (Injustices that we want change), text of, 110

innocence, 8, 10, 92, 144, 166; assumptions of, 13; degrees of, 11

inquietud, 23, 33, 73, 86, 97, 131, 134, 144, 167; expressions of, 146

institutional review boards (IRBs), 33–34, 35, 39, 43, 147

interaction, 195n80, 193n65; school, 24; silence and, 194n70; study of, 193n69

interviews, 116; preparing for, 115, 123

Invisible Culture (Philips), 192n62

iPods, 32, 38, 44, 45, 46, 100, 121, 129, 131, 155; wearing, 35, 36, 37, 39, 43, 199n13

IRBs. See institutional review boards

Jaffe-Walter, Reva, 186n31

Janet, Ms., 101, 103, 104, 116, 124, 126, 167, 205n18; Dream Team and, 120, 127, 128, 155; thank-you letters and, 132

Jenni, xii, xvii, 2, 3, 5, 6, 12, 20, 23, 24, 34, 35, 37, 41, 43, 80, 90, 91, 92, 95, 99, 140; accessing help for, 154–55; acompañamiento and, 151; citizenship and, 107, 156; college access and, 157; computer pirating by, 154; confidence for, 36, 199n13; DACA and, 148; data analysis and, 67; experience of, 4; Hazel and, 141; homework and, 65; immigration experience of, 72, 115; immigration status and, 7, 13, 68, 69, 145; insights of, 16; iPad/iPod for, 155; norms and, 42; on quarantine, 154; risks/vulnerabilities and, 42; silence of, 26, 156; speech and, 26

Jim Crow, 110

Jimena, 52, 53, 76, 145, 151; advice for, 64; Catalina and, 54; interpretation by, 62; passports and, 55–56; school lunch form and, 64–65; social security number and, 63

Juan, 45, 52, 65; Aurora and, 46

juridical status, 76, 85, 87, 97; education and, 118; understanding, 13, 144

justice, 8, 35, 119, 151; educational, 186n2; immigrant, 108, 115–16, 186n26; racial, 7

Karla, 53, 54, 56; birth certificate of, 55; birthday of, 78–80; childhood of, 79; citizenship and, 55; passports and, 57, 58

Kevin, 46; Aurora and, 45

Kulick, Don, 195–96n80

“La Borinqueña,” x

la migra, authoritative presence of, 18

language, 3, 18, 47, 88, 89, 116; ability, 189n26; acquisition, 198n8; autonomous, 181n2; body, 147; deictic, 133; deportation and, 66; ethnographic study of, 192n61, 194n73; formal, 200n10; guidance for, 198n8; proficiency, xii; writing, 88. See also bilingual/bilingualism; English language; Spanish language

language brokers, 17, 94–95

la reforma, 7

learning: academic, 4, 21; improving, 184n20; nature of, 49; remote, 26–27, 154–57; social emotional, 85; supporting, 3. See also education

Learning in a New Land, 30

Ledesma, Alberto, 194–195n74

lifemaps, 171, 171 (fig.), 172, 175–76, 208n1, 208n4; destinations on, 178–79; excerpt from, 179 (fig.); as “literary acts,” 170; original, 172 (fig.), 174 (fig.), 176 (fig.); as “pictorial narrations,” 170; transportation and, 175; updating, 174, 175 (fig.), 177, 177 (fig.), 178 (fig.)

“Lift Every Voice and Sing,” x

limbo, 12, 150, 176, 206n11

liminal/liminality, 26, 135, 147

Link, Holly, 198n84

listening, 1, 6, 16, 33, 34, 39, 62, 130, 133, 135–36, 143, 166; modalities of, 24

literacy: practices, 18, 50, 145; race and, 184–85n23; school-based, 54

Lorde, Audre, 197n83

Losey, Kay M., 193n65

Manuel, 123; immigration status and, 122

Martinez, Danny, 47

Maysi, 90, 95, 123, 127; Aurora and, 93–94; immigration status and, 122, 128, 131; thank-you letters and, 128, 129, 131

McClelland, Sara, 195n79

Meek, Barbra, 196n80

memoirs, 74–80; personal, 72, 73–74, 80; published/unpublished, 74, 77, 82

Mendoza, Fermín, 203n23

Menjívar, Cecilia, 198n85

metalinguistic acts, 162, 204n6

metaphors, 73, 208n4

methodology, 25, 30, 31, 47, 195n79, 198n8; research, 47, 121; writing about, 31

Mexican American Legal Defense and Education Fund, 207n20

Mexico, xii, 36, 53, 59, 60, 76, 80, 90, 92; immigrants from, 4

microphones, 32, 37, 43

middle childhood, 188n18; development during, 8; social comparisons with, 12; socialization during, 8

migration, 153, 173; making sense of, 171; promise of, 79; seasonal labor, 182n9; tracking, 66

migration experiences, 76, 79, 83, 107

Minian, Ana Raquel, 182n9

mixed-status community, 21, 24, 92, 161, 166; growing up in, 1, 127, 130, 175

mixed-status families, xvi, 3, 11, 17, 22–23, 50, 54, 64, 149, 166, 167; accountability to, 84; children of, 6, 16, 24, 49, 52, 69, 71, 147, 193n69, 198n84; citizenship and, 62; conversations with, 51; documents and, 61; ethnographic study of, 198–99n11; growing up in, 1, 2–3, 12, 27, 30–31, 47, 80, 112, 179, 209n4; immigration status and, 12, 52, 191n52; migration stories of, 76, 107; narratives of, 72; responsibilities in, 153; socialization experiences of, 31; students from, 7, 38, 143; support for, 24; Trump Effect and, 151

mixed-status homes, 22–23, 25, 52, 167; population of, 143; public schools and, 195n75

Morales, Iris, 182n6

“My Life as an Undocumented Immigrant” (New York Times), 11

narratives, 71–72, 79–80, 81, 83, 146, 151, 170; classroom, 72; Dreamer, 204n2; immigration, 84; migration, 76; personal, 73; police encounter, 19; published, 146

National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 33

nationality, 19, 20, 25, 53, 117, 146, 159, 186n31; focus on, 93; indicators of, 23; revealing, 20, 95, 96; significance of, 38

Negrón-Gonzales, Genevieve, 121

Nellie, 86, 87, 135, 138, 197n83; border and, 88, 89; police and, 139, 140

New York City, xii, xiii, 76, 113, 172, 173, 175

New York City Department of Education, 187n14

New York City Police Department, 101–2, 138

New York City Special Patrolmen, 205n16

New York Collective of Radical Educators (NYCoRE), x, 182n6

New York DREAM Act (NYDA), 108, 109, 133, 205n18. See also Dream Act (federal)

New York State Department of Education, 9, 189n26

New York State English as a Second Language Achievement Test (NYSESLAT), xi

New York State Youth Leadership Council (NYSYLC), xvi, 108, 109, 120, 126, 127, 186n26, 205n18

New York Times, 11, 116, 185n24

Ngai, Mae, xvi

Nina, 124; collective purpose and, 126–27; thank-you letters and, 132; on undocumented students/future, 125

nonverbal cues, 20, 23, 24, 39, 192

NYCoRE. See New York Collective of Radical Educators

NYDA. See New York Dream Act

NYSYLC. See New York State Youth Leadership Council

Obama, Barack, 18, 55, 108; birthright citizenship of, 202n21; as deporter-in-chief, 149; immigration reform and, 7, 17, 148

Obama, Michelle, 17

Ochs, Elinor, 72, 192n62

Olivas, Michael, 9, 10

Oliveira, Gabrielle, 18

One Quarter of the Nation (Foner), 182n9

Orellana, Marjorie Faulstich, 17, 19, 170, 190n45

othering, impact of, 173

outcomes, 31, 51, 116, 184n20, 196n80; developmental, 29, 200n12; educational, 50, 184n19

Paik, A. Naomi, 182n9, 190n43

Pa’lante, x, 181n3, 182n6

papers, 13, 14, 17–18, 25, 40, 49, 56, 60, 61, 62, 64, 67, 69, 77, 85, 101, 109, 114, 115, 130, 145, 163, 178, 203n23, 209n4; access to, 178; citizenship, 117; demanding, 123, 202n18; fake, 11; having/not having, xvi, 1, 18, 52, 54, 55, 59, 165, 171, 199n14; immigration, 7, 9; kinds of, 50; obtaining, 84, 146, 157; opportunities and, 68; school-issued, 51, 54, 157; safeguarding, 100; significance of, 30, 61, 195n76; state-issued, 50

participation, 2, 5, 19, 32, 35, 37, 47, 62, 94, 99, 196n82, 199n13, 201n14; civic, xvii; classroom, 97; fostering, 92; full, x; parental, 3; risks of, 39; shaping, 26, 107, 145

passports, 50; children’s, 55–56; photos/taking, 55; safeguarding, 64; show-and-tell, 52–62, 145

Patel, Leigh, 185n24

Patriot Act, 12, 190n43

pedagogy, xv, 73, 92; asset, 184n20; dilemmas in, 43; sustaining, 3–4

pedir el perdón, 84

permanent residence status, xv, xvi, 2, 108, 156

personal statements, 158, 160, 161

Pew Research Center, 182n9

Philips, Susan, 192n62

Pita, xii, xvii, 2, 3, 12, 20, 23, 24, 31, 34, 35, 37, 43, 99; acompañamiento and, 151; belonging and, 27; birthday story by, 80; border crossings and, 15, 82–83; citizenship and, 27, 82, 107; college access and, 157, 158; confidence for, 36, 199n13; confidentiality and, 41; DACA and, 148; data analysis and, 67; experience of, 4; homework and, 65; immigration experience of, 71, 72, 84, 85; immigration status of, 6, 13, 14, 15, 69, 97, 111, 145; insights of, 16; juridical status and, 146; meeting with, 5, 6; memoir by, 80–85, 165; privileges for, 84; recollections of, 25; risks/vulnerabilities and, 42; silence/speech and, 26, 85; sister’s birth and, 81–82, 83; writing fluency of, 74

“Pledge of Allegiance, The,” 92

Plyler v. Doe (1982), xiv, 9, 12, 23, 82, 109, 118, 166; conversations about, 61; “don’t ask, don’t tell” and, 169; impact of, 10, 11, 197n84; implementing, 144; promise of, 143; school districts and, 183n14; silence and, 121; student status and, xiv; threats to, 189n27, 208n20

police, 82, 102, 103, 104, 139 (fig.), 140, 153; identification cards and, 123; interaction with, 19, 138–39, 141, 147

politics, x, 110, 116, 125, 184n21, 196n80

poverty, 5, 64

power relations, 193n65, 203n2; asymmetrical, 34; shifting, 47, 199n18; social situations and, 195n80

pregnant mother, lifemap of, 171 (fig.)

P.S. 432, xi, xii, xiii, 2, 4, 26, 36, 43, 64, 66, 99, 103, 107, 123; diversity panels at, 89; English learners and, 4; graduation from, 149; grupo de análisis at, 6; Hispanic children at, 4; social emotional learning curriculum at, 85

Public Broadcasting Station, 186n26

public charge, 64, 151, 201n17

public schools, ix, 119, 155; access to, 10; attending, 4; enrollment at, 67, 183n17; inclusion/exclusion and, 166; mixed-status homes and, 195n75; police presence in, 205n16; socializing at, xvii; social services and, 64

Puerto Ricans, ix, xi, 182n7; birthright citizenship and, x; population of, x, 181n1

Puerto Rico, 91, 92–93

“Pushing the Dream” (video) (New York Times), 116

race, x, xv, 21, 110, 164, 185n24, 203n2, 207n20; literacy and, 184–85n23

racism, 8, 12, 110, 115, 151, 197n83

“Report by Place of Birth” (RPOB), xi, xii, xiii

report cards, citizenship grade on, xvii, 22, 51, 186n32, 195n75

research, 31; adapting, 6; anthropological, 32; audiovisual, 145; collaborative, 208n21; conducting, 5, 39–42; ethical, 147; home-school divide in, 25; human subject, 33; inequalities in, 148; risks posed by, 39–42; sociolinguistic, 32

residency, obtaining, 84, 202n22

resistance, 22, 99, 110

responsibility, 7, 39, 42, 153, 158; questions about, 171; sense of, 21

risk/benefit assessment, 33, 39, 148

Rivera, Angy, 186n26

Rosa, Jonathan, 185n24

RPOB. See “Report by Place of Birth”

sacrifice, 29, 157, 172, 173, 202n20; questions about, 171

San Pedro, Timothy, 21

Sara, 86, 87, 89, 138; immigration and, 88; independence and, 88; police and, 139, 140

schooling, 174, 178; experiences of, 144; interactions, 33; racism and, 197n83; routines, 32. See also education

school lunch, 62–65; forms, 61, 64–65, 156; immigration status and, 63

school safety agents (SSAs), 205n16

Schultz, Katherine, 21

Scollon, Ron, 193n65

security desk, 101, 102 (fig.), 103, 104

self-worth, 69, 161, 199n14

Sepúlveda, Enrique, III, 148

shadows, 11, 121, 144, 147, 206n3

Shimabukuro, Mira, 181n2, 192n64

silence, 97, 121, 145, 146, 156, 191n60, 192n63, 196–97n83; contrasting views of, 193n64; disclosure and, 194n69; interaction and, 194n70; literal/metaphorical, 194n73; professional, 24, 197n83; restraint and, 194n73; speech and, 26, 47, 85, 141; status quo, xiv; strategic, 120; student, 22, 193n65; study of, 19–27; subtleties of, 31; top-down, 121; types of, 192n64; verbal, 33

Simpson, Audra, 192n61

slavery, 72, 110, 202n20

SNAP. See Supplemental Nutrition Assistance Program

social capital, 42–47

social change, 132, 133

socialization, 8, 31, 47, 191n59, 198n8

social life, 49, 192n62

social mobility, 29, 202n18, 202n20

social movements, 7

social security numbers, 159, 160; asking for, 155; furnishing, 63, 156; lack of, 167, 200n9; temporary, 149

social services, 62, 64, 147, 151, 201n17

solidarity, xvi, 47, 120, 122, 132, 169; building, 99; self-protection and, 133

Solis, Jocelyn, 18–19, 190n45, 193n69

Southern Poverty Law Center, 151

Spanish language, 73, 100, 136, 173

speech, 147; curtailment of, 194n73; ethnography of, 191n61; political, 197n84; silence and, 26, 47, 85, 141; structure of, 194n70; study of, 19–27; subtleties of, 31

“Star Spangled Banner, The,” x, 92

stereotypes, 160, 165

stigma, 165, 195n79

storytelling project, 18, 83

Suárez-Orozco, Carola, 8, 11

Sula, 124, 125; collective purpose and, 126–27

Supplemental Nutrition Assistance Program (SNAP), 62, 64

surveillance, 67, 141, 153, 190n43, 199n17; researcher, 42–47; sensory experience of, 135; state, 47, 86

Taíno, grassroots community and, 196n80

teachers, 203n23; school leaders and, xvii; undocumented, 164; undocumented students and, 197n84

technology, 32, 47, 152, 155; development of, 184–85n23

Tere, xii, xvii, 2, 3, 5, 6, 7, 12, 20, 23, 24, 31, 34, 35, 37, 43, 44, 80; acompañamiento and, 151; Aurora and, 199n16; citizenship and, 107; college access and, 157; confidence for, 36, 199n13; DACA and, 148; data analysis and, 67; experience of, 4; homework and, 65; immigration experience of, 72, 115; immigration status and, 13, 69; risks/vulnerabilities and, 42; speech/silence and, 26

testimony/testimonio, 115, 125

thank-you letters, writing, 128–34

Thorne, Barrie, 16, 190n46

Three Kings Day, 6

Toño, 53, 56, 58, 59; citizenship and, 55, 57

translations, 17, 63, 74, 100

transportation: lifemaps and, 175; preoccupation with, 175; public, 154

Trump, Donald, 64; anti-immigrant rhetoric of, 8; DACA and, 150, 151; migration and, 153; misinformation/confusion and, 159

Trump Effect, 151

trust, 21, 23, 42, 64, 122, 127, 152, 196n80; establishing, 147; mutual, 4, 124