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Immigration from Mexico and Central America to the United States has resulted in dramatic demographic changes in communities across the country since the early 1990s. Newcomers and longstanding residents make sense of and construct their shared society and the rules and norms by which they live alongside one another, and this construction of citizen identity is especially relevant to the work of schools. Schools in receiving communities in the New Latinx Diaspora (NLD)—new receiving sites in which Latinx newcomers have not traditionally settled—face the unique work of responding to and transforming (or not) in response to their new demographics. Framed by an overarching question of how newcomers construct citizen identities in school, three themes emerged from this thematic review of peer-reviewed scholarship exploring school responses to newcomers in the NLD: 1) the many ideological and practical challenges of the mismatch between schools’ longstanding policies and processes and newcomers’ realities, 2) the ways in which improvisation and ideologies limit newcomers’ access to equitable educational experiences, and 3) a handful of cautiously optimistic strategies and opportunities toward equity and inclusion for all students. Taken together, these themes reveal the problematic nature of the spaces in which newcomers construct citizen identities wherein they are regarded as a problem and in which their rights are qualified based on assimilation. However, they also demonstrate how newcomers assert citizen agency – through various forms of resistance and by claiming space – to transform the nature of their schools and communities and the notion of citizenship.

Teaching and Learning amid Demographic Change: A Thematic Review of School Responses to Newcomer Students in the New Latinx Diaspora