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Drawing on 18 months of data and focusing on 10 families separated and/or detained at the border between 2018 and 2019, the study analyzes layered consequences on children’s everyday educational lives. Findings highlight trauma, home academic pressure, and pandemic vulnerabilities, shaped by immigration policy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/immigrant-childrens-education-experiences-and-families-sacrifices-in-a-global-pandemic/590164/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/immigrant-childrens-education-experiences-and-families-sacrifices-in-a-global-pandemic/590164.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central argument of the study?","Question",{"text":112,"@type":113},"The study argues that COVID-19 and remote schooling intensified a breakdown in care structures for im/migrant families, compounding the trauma of detention or separation at the border.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data and timeframe does the article use?",{"text":117,"@type":113},"It draws on 18 months of ethnographic data and examines 10 families separated and/or detained at the border between 2018 and 2019, with attention to difficulties during 2020.",{"name":119,"@type":110,"acceptedAnswer":120},"Which disruptions shape the families’ educational experiences?",{"text":121,"@type":113},"The article highlights three intersecting disruptions: trauma from family separation/detention under the zero-tolerance policy, COVID-19, and pressure to support children academically at home due to school closures.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590164,1792926256,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2022, Vol. 8, No. 1, pp. 1–14 DOI: 10. 1177/23328584221092305  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nIm/migrant Children’s Education Experiences and Families’ Sacrifices  \nin a Global Pandemic  \nGabrielle Oliveira  \nHarvard Graduate School of Education  \nMarisa Segel  \nLynch School of Education and Human Development at Boston College  \nFamily separation policies’impacts on children’s education and well-being are critical issues of our time. This paper argues through ethnographic study that although im/migrant parents believed in the promise of a better life for their children as they migrated, COVID-19 and remote schooling contributed to a breakdown in structures of care once they were in the United States. Thus, the experience of remote schooling during 2020 was a difficult task for parents and children who were already dealing with the trauma of detention or separation at the border. Ultimately, we argue that to understand the educational experiences of im/migrant parents and children in the United States, we must consider a multiple disruptions framework. The findings in this article reveal the layered consequences that broader immigration policy has on the everyday educational lives of im/migrant children and their parents.  \nKeywords: border, children, detention, ethnography, families, globalization, immigration, immigrants, in-depth interviewing, pandemic, policy  \nFamily separation policies’ impacts on children’s education and well-being are critical issues of our time, as reports reveal the dreadful circumstances to which im/migrant 1 children and families have been subjected in government facilities across the country. These family separation policies and other immigration approaches have become increasingly consequential in shaping how im/migrant children experience life, come of age, and adapt in the United States (Gonzales, 2016; Suárez-Orozco et al., 2011) . We argue that although im/migrant parents believed in the promise of abetter life for their children as they migrated, COVID-19 and remote schooling contributed to a breakdown of care structures that were once common in the United States, making conditions in 2020 difficult for parents and children already dealing with the trauma of recent detention or separation atthe border. Ultimately, we argue that understanding the educational experiences of im/migrant parents and children in the United States during 2020 requires consideration of the multiple disruptions they suffered along the way. Our ethnographic findings reveal the complicated, layered consequences of immigration policy on the everyday educational lives of im/migrant children and their parents.  \nThe increasing number of students who have experienced separation and/or detention at the border, coupled with spreading fear about and risk of deportation, motivated  \nus to take a closer look at the lives and experiences of im/ migrant families and their children in U.S. schools. Available statistics about im/migrant families do not address their frayed and nuanced lives during the pandemic. Drawing on 18 months of ethnographic data, we illustrate how 10 families who were separated and/or detained at the border between 2018 and 2019 cared for their children’s education while grappling with magnified stressors during a global health crisis in 2020. Specifically, we explore three intersecting disruptions affecting these families’ everyday lives: trauma from family separation and/or detention under the zero-tolerance policy, COVID-19, and pressure to support children academically at home due to school closures.  \nFamilies in the study are from Brazil (three), El Salvador (three), and Guatemala (four); all crossed the U.S.–Mexico border and were detained together and/or separated for up t","cbCaik3qR5aN80hv","https://ap.wps.com/l/cbCaik3qR5aN80hv","pdf",445540,14,"English","# Article Overview\n## Research Focus and Core Argument\n## Motivation and Study Design\n## Participants and Context\n## Conceptual Lens: Multiple Disruptions","[{\"question\":\"What is the central argument of the study?\",\"answer\":\"The study argues that COVID-19 and remote schooling intensified a breakdown in care structures for im/migrant families, compounding the trauma of detention or separation at the border.\"},{\"question\":\"What data and timeframe does the article use?\",\"answer\":\"It draws on 18 months of ethnographic data and examines 10 families separated and/or detained at the border between 2018 and 2019, with attention to difficulties during 2020.\"},{\"question\":\"Which disruptions shape the families’ educational experiences?\",\"answer\":\"The article highlights three intersecting disruptions: trauma from family separation/detention under the zero-tolerance policy, COVID-19, and pressure to support children academically at home due to school closures.\"}]","Im/migrant Children’s Education Experiences and Families’ Sacrifices in a Global Pandemic | PDF",1792068961,35]