La Lucha (The Fight): Strengthening Latine Students’ Sense of Belonging in Hamilton County Schools

Abstract

By 2030, Latine students will account for 30% of all public schools enrollment in the United States (Jimenez, 2022). The lack of cultural awareness and ethnic representation among school staff, combined with the anti-immigrant rhetoric at the state, particularly in the Midwest and South, and federal level, threatens Latine students’ sense of belonging. A strong sense of belonging is critical to all students’ academic and social success, as shown by education theorists and practitioners. It is paramount to the future of the United States that Latine students are provided with the necessary support to experience belonging both inside and outside of schools. This capstone examines my 10-month residency in Hamilton County Schools (HCS), exploring the complexities and opportunities in strengthening the sense of belonging for Latine students. The district’s Latine student population has tripled over the last twelve years. By collaborating with a steering committee and conducting empathy interviews, surveys, and focus groups, I examine how Latine middle and high school students—across diverse backgrounds, including U.S.-born and undocumented—experience belonging, or lack thereof, in HCS and the broader community. The data reveals three common themes experienced by some of the Latine students: bullying and discrimination within and across ethnic and racial groups, limited opportunities to celebrate their cultures, and, for linguistically diverse learners, difficulties engaging with classes due to the English-Only law, which mandates instruction be taught in English. Grounded in research on belonging, child development, culturally responsive pedagogy, and human-centered design thinking, my strategic project led to the creation of community partner coordination, professional learning opportunities, policy protocols, and storytelling to address the rapidly changing sociopolitical environment. The recommendations emphasize advocating for undocumented students and support their college and career pathways over the next four years, alongside other key strategies. Finally, this contribution to the field concludes with a call to action and reflective questions for all individuals within the education sector to join la lucha (the fight) to nurture the culture, dreams, and voices of Latine students.