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The study expands understandings of nested contexts of reception and racialized organizations across macro, meso, and micro levels, showing how these shape educational experiences, mobility, and belonging. Using open-ended responses from a national survey dataset, it analyzes how SSW perceptions reflect racial attitudes and influence advocacy, potentially disrupting racial inequality in schools.",{"@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/immigration-enforcement-is-a-daily-part-of-our-students-lives-school-social-workers-perceptions-of-racialized-nested-contexts-of-reception-for-immigrant-students/591158/",{"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/immigration-enforcement-is-a-daily-part-of-our-students-lives-school-social-workers-perceptions-of-racialized-nested-contexts-of-reception-for-immigrant-students/591158.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about school social workers’ work with immigrant students?","Question",{"text":112,"@type":113},"It examines school social workers’ equity work and their perceptions of immigration enforcement and school climates that support or hinder immigrant student experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What framework guides the analysis of these perceptions?",{"text":117,"@type":113},"The study uses the nested contexts of reception framework to examine how macro, meso, and micro contexts shape SSW awareness and actions.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article link racial attitudes to school social workers’ advocacy?",{"text":121,"@type":113},"It argues that SSW perceptions reflect racial attitudes as part of the racialized organization of schools, which in turn influence their actions and may reduce racial inequality.","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},591158,1792131934,{"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":29,"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},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJanuary-December 2022, Vol. 8, No. 1, pp. 1–15 DOI: 10. 1177/23328584211073170  \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)  \n“Immigration Enforcement Is a Daily Part of Our Students’ Lives”: School Social Workers’ Perceptions of Racialized Nested Contexts of  \nReception for Immigrant Students  \nSophia Rodriguez  \nUniversity of Maryland  \nBenjamin J. Roth  \nUniversity of South Carolina  \nLeticia Villarreal Sosa  \nDominican University  \nThis qualitative analysis examines school social workers’ equity work for immigrant students, including their perceptions of immigration enforcement and school climates that support or hinder immigrant student experiences. We conceptually expand understandings of nested contexts of reception and racialized organizations across macro, meso, micro levels, and how they affect immigrant students’ educational experiences, mobility, and belonging. Utilizing open-ended responses from a unique national survey data set, we examine school social workers’perceptions of the macro, meso, micro racialized contexts that immigrant students encounter, how school social worker perceptions reflect racial attitudes as part of the racialized organization of schools in which they work, and how such racial attitudes influence their actions and potentially disrupt racial inequality in schools. Discussion of the impact of school social workers’ racial attitudes, and perceptions of racialized contexts and how they influence school social workers’advocacy for immigrant students is offered.  \nKeywords: contexts of reception, descriptive analysis, equity, immigration/immigrants, mixed-methods, racialization, school social work, sociology, survey research  \nSchools expect immigrant students to adapt to new cultural contexts, learn the U.S. educational system, and attain English proficiency (Hernandez et al., 2009; Ruiz-de-Velasco et al., 2001) . However, many immigrant students, defined here as children with at least one foreign-born parent, experience barriers to educational and social equity. Immigrant students whose legal status is temporary or who are undocumented often have difficulty accessing resources in school (Gonzales, 2015) . Fear and uncertainty associated with immigration enforcement activity negatively affects immigrants’ socioemotional health regardless of immigration status (Ayón, 2016; Capps et al., 2020; Yoshikawa et al., 2017) . Anti-immigrant sentiment combined with restrictive laws compound these barriers by “othering” immigrant students within schools. Living under the uncertainty of racialized anti-immigrant policies and practices creates symbolic and structural violence (Menjívar & Abrego, 2012) . Schools are also a site of racialization where immigrant students are  \nprofiled and encounter complex and at times contradictory messages about belonging, identity, and deservingness (Lee et al., 2017; Verma et al., 2017) .  \nSchools, despite many challenges, can be places that mediate some of these challenges. Past research shows how“institutional agents” can support minoritized students, providing necessary assistance when navigating institutions (Stanton-Salazar, 2004, 2011) . Such “agents” are often trusted adults in schools, such as coaches, educators, and mental health professionals. While research has examined the role of educators, to date no study has examined how school social workers (SSWs) help immigrant youth navigate barriers in schools and communities.  \nResearch has examined educator advocacy for immigrant students (Crawford, 2018; Dabach, 2015; Rodriguez & McCorkle, 2020) . This research suggests that advocacy increases if actors possess an awareness of how immigration policies, enforcement practices, discrimination, and racism  \nCreative Commons Non Commercial CC BY-NC: This article is distr","cbCais7HRfUOxdEn","https://ap.wps.com/l/cbCais7HRfUOxdEn","pdf",462955,15,"English","# Background and Problem Statement\n## Barriers to equity for immigrant students\n## Immigration enforcement and socioemotional impacts\n# Theoretical Framework: Nested Contexts of Reception\n## Macro, meso, and micro racialized contexts\n# Study Design and Data Source\n## Open-ended survey responses\n# Analysis Focus\n## Racialized organizational contexts and SSW perceptions\n## Influence on advocacy and disruption of inequality","[{\"question\":\"What does the study examine about school social workers’ work with immigrant students?\",\"answer\":\"It examines school social workers’ equity work and their perceptions of immigration enforcement and school climates that support or hinder immigrant student experiences.\"},{\"question\":\"What framework guides the analysis of these perceptions?\",\"answer\":\"The study uses the nested contexts of reception framework to examine how macro, meso, and micro contexts shape SSW awareness and actions.\"},{\"question\":\"How does the article link racial attitudes to school social workers’ advocacy?\",\"answer\":\"It argues that SSW perceptions reflect racial attitudes as part of the racialized organization of schools, which in turn influence their actions and may reduce racial inequality.\"}]","“Immigration Enforcement Is a Daily Part of Our Students’ Lives”: School Social Workers’ Perceptions of Racialized Nested Contexts of Reception for Immigrant Students | PDF",1792071244,38]