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Abstract

This scholarly inquiry examines three affirmative action challenges encountered by school leaders and teachers as they endeavor to provide a meaningful education to Emergent Bilingual (EB) students as mandated by the landmark Supreme Court decision in Lau v. Nichols. Each affirmativsue action challenge is written within an EB student’s first-person narration to help the reader grapple with the struggles faced by the EB students, school leaders, and teachers. The timely issue of supporting the success of EB students through affirmative actions that have been federally mandated since 1974 still presents as a struggle today. Each case examines the ways school leaders and teachers respond to the educational challenges and needs of the EB students.

Keywords

emergent bilingual students bilingual English as a second language educational leader educational policy educational law meaningful education affirmative action equity

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Affirmative Action Challenges Faced by School Leaders and Teachers on Providing Emergent Bilingual Students a Meaningful Education as Outlined in Lau v. Nichols

Abstract

Keywords

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References