Cultrally Sustaining Pedagogy : Educators' Pedagogical Support for Elementary Undocumented/Mixed Status Students

Educators should be informed and adapt their practice to meet the needs of the growing diversity in their classrooms; specifically when it comes to working with undocumented students and students in mixed-status families. This study examines the current educational research trends that emphasize the intricacies of undocumented students attending public schools in the United States and explores authentic pedagogical strategies guided by Culturally Sustaining Pedagogy (Paris & Alim, 2014) as an informative framework for K-6 educators. My research presents the results of a quantitative study that was presented to teachers from a local elementary school in order to explore how current teachers are working with undocumented students and students in mixed-status families. Findings led to the identification of current practices as well as areas for potential exploration, along with recommendations for educators working with undocumented students and their families.