Beyond Asset-Based Frameworks: Middle School Teachers Perpetuating Raciolinguistic Paradigms

Abstract

This phenomenological study explored how middle school teachers experience teaching racially/ethnically minoritized newcomer adolescent students in Arizona. Through a Critical Race Theory framework, this qualitative study used semi-structured interviews to illustrate how even the best intentions and asset-based approaches of six white middle school teachers may still perpetuate existing systems of oppression. Though most teachers emphasized student strengths, they also unintentionally promoted harmful ideology and reported feeling limited in how they could support students given federal, state, and local policies that segregate students through identification, placement, and accountability policies. Arizona, as the only state with restrictive language policies requiring English-only instruction, presented a unique context in how racially/ethnically minoritized newcomer immigrant students were educated and ultimately (mis)treated. Implications and recommendations for school psychologists to combat systemic inequities and further support teachers will be discussed.

Impact Statement

This qualitative study used a Critical Race Theory framework to examine how middle school teachers can inadvertently disserve racially/ethnically minoritized newcomer immigrant adolescents in Arizona. Despite asset-based perspectives, teachers may perpetuate raciolinguistic injustices as a result of hegemonic policy positioning English and whiteness as norms.

Keywords:

• Critical race theory
• racially/ethnically minoritized adolescents
• newcomer
• multilingual learners

Associate Editor:

• Justin P. Allen

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Otherwise known as English Language Learners (ELLs), Emergent Bilingual/Multilingual Learners (EBL/EML).

2 This term was used in the research as referring to “foreign-born students who have been enrolled in U.S. schools for three years or less.”

Additional information

Funding

This work was supported by the University of Arizona’s Graduate and Professional Student Council Research and Project Grant.

Notes on contributors

Marie L. Tanaka

Marie L. Tanaka, (she/her/ella) is a postdoctoral fellow who received her PhD in School Psychology, with a minor in Social Cultural Critical Theory, at the University of Arizona.

Desireé Vega

Desireé Vega, is an associate professor in the Disability and Psychoeducational Studies department at the University of Arizona. She received her M.A. and doctorate in School Psychology from The Ohio State University.