Preface -- Acknowledgments -- Section I: The Demographic Context and Historical Backgrounds of Immigration and Education in North Carolina.-Immigration, Demographic Changes and Schools in North Carolina from 1990 to 2015: Transformations to a Multiethnic, Global Community -- The Lost Years of Opportunity for North Carolina’s ESL Students; Section II: Immigration, Immigrants, Schools and Communities in North Carolina.-Schooling Experience of Latino/a Immigrant Adolescents in North Carolina: An Examination of Relationships between Peers, Teachers, and Parents -- “I’m Not Ashamed of Who I Am”: Counter-Stories of Muslim, Arab Immigrant Students in North Carolina -- Social Studies Educators’ Perceptions on Policy Issues and Efforts to Teach Immigrant Students in North Carolina -- Citizenship without Papers: A Case Study of Undocumented Youth Fighting for In-State Tuition Policy -- In Search of Aztlán, North Carolina: Jose’s Story -- Section III: Language Education and the Translinguistic Community -- The “Problem” of the Mixed Class Dynamic: Teaching Spanish to Heritage Language Learners and Second Language Learners in North Carolina’s High School Classrooms -- Countering Silence and Reconstructing Identities in a Spanish/English Two-Way Immersion Program: Latina Mothers’ Pedagogies in El Nuevo Sur -- Heritage Language Sustainability and Transnational Affect: The Case of Second-Generation Korean Americans -- Czech and Slovak Mothers Struggling to Maintain Children’s Heritage Language in North Carolina.

"Fourth-wave immigration, with its vast economic, ethnic, cultural, linguistic, and religious diversities, have brought new dynamics into the existing social and demographic structures and added both opportunities and challenges to educational systems in North Carolina, a Southern U.S. state with the fastest growing rate of foreign-born population in the nation in 1990-2010 and unique geopolitical history. This book brings together 17 scholars who have extensive experience working with immigrants in North Carolina and represent a wide range of educational expertise. Together, their studies illustrate the intersections between historical contexts (geopolitical, historical constraints), structural factors (power, policies and laws, institutions and organization), cultural issues (philosophies, ideologies, identities, beliefs, values, and traditions), and immigrant students’ characteristics on the development of educational practices, policies, reforms, and resistance. Most importantly, studying how North Carolina education systems and actors adapt to meet the challenges may offer valuable opportunities for researchers to understand the transformation of educational systems in other new gateway states. Collectively, studies in this book deconstruct the framework of the traditional hierarchical assimilation and linguisticism policies in recasting the concept of becoming Americans in the New South. The authors utilize frameworks that recognize the structural barriers that disadvantage immigrants in new gateway states but also position youth, families, and communities as possessing and utilizing valuable resources to promote educational access and achievement. In this sense, this book contributes significantly to major contemporary empirical and theoretical debates relating to educating immigrant children. It is our hope that this critical dialogue will continue at a national platform to promote discussion of these timely issues." div>.

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