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Teaching Newcomers Inclusively: Social Studies in a New Gateway State

1University of North Carolina Wilmington
2University of North Carolina Chapel Hill

Social Studies Research and Practice

ISSN: 1933-5415

Article publication date: 1 March 2015

Issue publication date: 1 March 2015



We explored social studies teachers’ dispositions towards working with immigrant students in an Atlantic new gateway state. We surveyed 99 middle and high school social studies teachers using the additive versus subtractive models as a theoretical framework. Although teachers’ professional backgrounds and school contexts were connected to teaching inclusively, their academic expectations of immigrant students, their beliefs on assimilation (regarding schools’ and teachers’ roles in maintaining heritage cultures and languages), and their opinions on the effective implementation of school policies concerning immigrant students’ learning were significant contributors to teaching inclusiveness.



Hilburn, J., Rong, X.L., Parkhouse, H. and Turner, A. (2015), "Teaching Newcomers Inclusively: Social Studies in a New Gateway State", Social Studies Research and Practice, Vol. 10 No. 1, pp. 41-64.



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