Abstract
This study draws on open-ended responses from a survey of middle and high school social studies teachers (n = 99) in North Carolina. Drawing on Gibson’s additive acculturation model and extending Thornton’s notion of teachers as curricular instructional gatekeepers, I report on participants’ perceptions of newcomer educational policies in a new gateway state.
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Hilburn, J. (2016). Social Studies Educators’ Perceptions on Policy Issues and Efforts to Teach Immigrant Students in North Carolina. In: Rong, X.L., Hilburn, J. (eds) Immigration and Education in North Carolina. Breakthroughs in the Sociology of Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-809-9_5
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DOI: https://doi.org/10.1007/978-94-6300-809-9_5
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