This article examines the severe educational crisis in the United States regarding the ability of institutions of higher education to recruit, retain and appropriately serve Latin@ English Language Learners (ELLs). In particular, it highlights the plight of undocumented ELLs who attend U.S. high schools and universities, but cannot work upon leaving higher education. This case study aims to describe the story, challenges and successes of one undocumented college graduate. In this study the authors show how cracks in the academic pipeline negatively affect Latin@ ELLs. This article offers specific recommendations to mend these cracks and improve the education opportunities of immigrant ELLs.
Holly Hansen-Thomas and Ludovic A. Sourdot
-class community in New York City, that was founded in 2001 to serve the needs of late-entry English language learners. The school had 320 students from Grades 9 through 12 who had emigrated recently from Central and South America, West Africa, and the Caribbean to
Neoliberal restructuring, racial politics, and resistance in post-Katrina New Orleans
Mathilde Lind Gustavussen
-performing students are made into a superior “commodity.” This circumstance has led to selective enrollment procedures, excessive expulsion and suspension rates, and discrimination against English-language learners and special needs students at charter schools. For