糖心视频

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Faculty of Graduate Studies

Alycia Garcia

  • BS (Northern Arizona University, 2017)

  • MEd (Northern Arizona University, 2019)

Notice of the Final Oral Examination for the Degree of Doctor of Philosophy

Topic

Ense帽ando a Ni帽os Valientes: A Critical Analysis of Educational Policies Designed for Newcomer Students in K-12 Arizona Public Schools

Department of Curriculum and Instruction

Date & location

  • Thursday, July 16, 2026

  • 9:00 A.M.

  • Virtual Defence

Reviewers

Supervisory Committee

  • Dr. Tim Anderson, Department of Curriculum & Instruction, 糖心视频 (Supervisor)

  • Dr. Natasha Reid, Department of Curriculum & Instruction, 糖心视频 (Member)

  • Dr. Catherine McGregor, Department of Educational Psychology and Leadership Studies, 糖心视频 (Outside Member) 

External Examiner

  • Dr. Yalda Kaveh, Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University 

Chair of Oral Examination

  • Dr. Marina Bettaglio, School of Languages, Linguistics and Cultures, 糖心视频

     

Abstract

This study seeks to determine how educational policies aim to integrate or assimilate newcomer students to the dominant culture in United States public schools. The study also seeks to understand how teachers interpret and carry out these policies in practice. Using critical race theory and Fairclough’s theory of discourse analysis, 42 policies were analyzed and coded to determine if and how newcomer students are expected to assimilate or integrate their cultures in Arizona classrooms. Six semi-structured interviews with K-12 teachers were conducted in conjunction with a policy analysis to determine how teachers understand the policies and identify what supports they need to meet newcomer student needs. Using a critical reflexive thema c analysis, five themes were created from the data: (1) Contradictions between teachers’ and policies’ priori es; (2) Newcomer students granted educational rights due to interest convergence; (3) Rigid English-only policies aim to control students and teachers; (4) Language used in policies highlights disdain for newcomers; and (5) teachers do not feel qualified or prepared to support newcomer students. Following an explanation of each theme with data to support the arguments are recommendations for policymakers and teachers to support newcomer students to Arizona.

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