The children of undocumented migrants in the U.S. are trapped at
the intersection of two systems in crisis: the public education
system and the immigration law system. Based on a long tradition of
scholarship in Latino education and on newer critical race theory
ideas, Persistent Inequality answers burning questions about how
educational policy has to rise to meet the unique challenges of
undocumented students' lives as well as those which face nearly all
Latinos in the U.S. educational system. How solid is the Supreme
Court precedent, Plyler v. Doe, that allows undocumented children
the opportunity to attend public school K-12 free of charge? What
would happen if the Supreme Court overruled it? What is the DREAM
Act and how would this proposed federal law affect the lives of
undocumented students? How have immigration raids affected public
school children and school administrators? To shed some light on
these vital questions, the authors provide a critical analysis of
the various legal and policy aspects of the U.S. educational
system, asserting that both the legal and educational systems in
this country need to address the living and working conditions of
undocumented Latino students and remove the obstacles to
educational achievement which these students struggle with daily.
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