Abstract
This special issue of the Occasional Paper Series describes practices and policies that can positively impact the early schooling of children of immigrants in the United States. We consider the intersectionality of young children’s lives and what needs to change in order to ensure that race, class, immigration status, gender, and dis/ability can effectively contribute to children’s experiences at school and in other instructional contexts, rather than prevent them from getting the learning experiences they need and deserve.
Recommended Citation
(2018).
Supporting Young Children of Immigrants in PreK-3.
Occasional Paper Series,
(39).
DOI: https://doi.org/10.58295/2375-3668.1314
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Race and Ethnicity Commons