Beyond Receptivity: Exploring the Role of Identity in Educators’ Orientation Toward Newcomers in a New Immigrant Destination

Research on education in new immigrant destinations has highlighted the importance of educators’ professional missions and expertise shaping their receptivity toward newcomers. Less attention been given to how social identities, especially relation newcomers, influence they perceive role serving population. Drawing theory representative bureaucracy, this qualitative study explores identities shaped identification with orientation addressing needs immigrant-origin English learners one new-destination high school. Results indicate that educators framed population as a moral imperative, responsibility, or legal obligation. These orientations influenced perceived newcomers’ needs. This offers implications for educational practice provides avenues future research destinations.