How do children define what it means to be American in a time of growing diversity? This study explores fourth and fifth graders' views in a high-immigrant community. Despite the school's diversity and multicultural values, most students still saw “American” as white, U.S.-born, and English-speaking—though some offered a more inclusive vision. The findings highlight the need for schools to take a more active role in teaching a pluralist, inclusive model of Americanness.

Discover how Futuro Brillante provided hope and education to over 3,000 unaccompanied minors through trauma-informed practices and collaboration, offering valuable lessons for creating safe, inclusive spaces for vulnerable students.