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“USE MY NAME, THEY NEED TO KNOW WHO I AM!”: LATINA/O MIGRANT AND SEASONAL FARMWORKER YOUTH AT THE INTERSTICES OF THE EDUCATIONAL PIPELINE
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“USE MY NAME, THEY NEED TO KNOW WHO I AM!”: LATINA/O MIGRANT AND SEASONAL FARMWORKER YOUTH AT THE INTERSTICES OF THE EDUCATIONAL PIPELINE

Lorena Gutierrez
Michigan State University
2016
DOI:
https://doi.org/10.7273/000008646
Appears in  National HEPCAMP Archive
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Abstract

Migrant Workers
Migrant and seasonal farmworkers are the fabric and driving force of the agricultural economy in the U.S. They make it possible for us to thrive on fresh fruits and sustenance on a daily basis. However, there has been a lengthy history of K-12 schools failing to meet the needs of children of migrant farmworkers and youth migrant farmworkers. Martinez & Cranston- Gingras (1996) state: “the children of migrant farmworkers are usually the most vulnerable and profoundly affected by the migrant lifestyle and extreme working conditions” (p. 29). The children of migrant farmworkers and youth migrant farmworkers experience frequent moves, difficult life circumstances, linguistic and cultural barriers, and social isolation that often impacts their academic achievement and retention in school (Cranston-Gingras, 2003; Martinez & Cranston-Gingras, 1996). While the circumstances and situations of youth migrant farmworkers are undeniably real we must consider what it is that students do bring with them to our classrooms. However, despite excellent work on the challenges migrant youth face in and out of K-12 schools, scholars have failed to address the schooling experiences of youth migrant and seasonal farmworkers from an asset based perspective, the wealth of knowledge, histories, experiences, skills, languages, networks, and other assets of culturally and linguistically diverse students. My study seeks to fill this void.

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