To understand how educational policies are created and supported for immigrants and their children, we must explore how community members make sense of broader immigrant/immigration discourses. Guided by theories of boundary work, grounded analyses of 27 interviews with U.S.-born residents in metropolitan St. Louis (a community with diverse and increasing immigration) revealed conflicting and ambivalent discourses. Respondents' opinions shifted as they conceptualized affiliations and bordersreal and symbolicbetween themselves and foreign-born individuals. The discussion will address how the hardening or blurring of such boundaries can affect the development and support of educational policies for immigrants and refugees.
State and Local Policy