The Digital Gatekeepers: How Texas District Websites Shape Equitable Access for Emergent Bilinguals.
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| Title: | The Digital Gatekeepers: How Texas District Websites Shape Equitable Access for Emergent Bilinguals. |
|---|---|
| Authors: | Holtz, Emily1 (AUTHOR) eholtz@utk.edu, Edosomwan, Kristian2 (AUTHOR), Worley, Cristina2 (AUTHOR) |
| Source: | Journal of Latinos & Education. Nov/Dec2025, Vol. 24 Issue 5, p1124-1146. 23p. |
| Subject Terms: | *Bilingual education, *Content analysis, *Bilingualism, *Educational quality, Equality, Information filtering |
| Geographic Terms: | Austin (Tex.), Texas, Dallas (Tex.), Houston (Tex.), United States |
| Abstract: | All students should have access to quality education in the U.S. This is an agreement protected by law and established by the U.S. Constitution but do emergent bilinguals actually have access to quality education? "Access" is a multifaceted word that, within this context, refers both to knowledge of programming and actual services provided by districts. Using Ruíz's language framework as our lens, we conducted a content analysis to investigate how district websites' features in the most populated districts in Texas (Austin, Dallas, Fort Worth, San Antonio, and Houston) limit or augment access for emergent bilinguals, as well as investigating what kind of public school bilingual and gifted programs are available to students. Our findings suggest that emergent bilinguals face a variety of gatekeepers regarding their educational opportunities, such as barriers that keep them out of gifted programming and language-as-problem/language-as-right orientations evident on district websites. In fact, language-as-problem and/or language-as-right orientations can act as umbrellas that keep students from accessing gifted programming, limiting access when compared with a language-as-resource approach or a tandem of the latter two approaches. We discuss the implications and provide recommendations for change. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189287047 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Digital Gatekeepers: How Texas District Websites Shape Equitable Access for Emergent Bilinguals. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Holtz%2C+Emily%22">Holtz, Emily</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> eholtz@utk.edu</i><br /><searchLink fieldCode="AR" term="%22Edosomwan%2C+Kristian%22">Edosomwan, Kristian</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Worley%2C+Cristina%22">Worley, Cristina</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Latinos+%26+Education%22">Journal of Latinos & Education</searchLink>. Nov/Dec2025, Vol. 24 Issue 5, p1124-1146. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Bilingual+education%22">Bilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+quality%22">Educational quality</searchLink><br /><searchLink fieldCode="DE" term="%22Equality%22">Equality</searchLink><br /><searchLink fieldCode="DE" term="%22Information+filtering%22">Information filtering</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Austin+%28Tex%2E%29%22">Austin (Tex.)</searchLink><br /><searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink><br /><searchLink fieldCode="DE" term="%22Dallas+%28Tex%2E%29%22">Dallas (Tex.)</searchLink><br /><searchLink fieldCode="DE" term="%22Houston+%28Tex%2E%29%22">Houston (Tex.)</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: All students should have access to quality education in the U.S. This is an agreement protected by law and established by the U.S. Constitution but do emergent bilinguals actually have access to quality education? "Access" is a multifaceted word that, within this context, refers both to knowledge of programming and actual services provided by districts. Using Ruíz's language framework as our lens, we conducted a content analysis to investigate how district websites' features in the most populated districts in Texas (Austin, Dallas, Fort Worth, San Antonio, and Houston) limit or augment access for emergent bilinguals, as well as investigating what kind of public school bilingual and gifted programs are available to students. Our findings suggest that emergent bilinguals face a variety of gatekeepers regarding their educational opportunities, such as barriers that keep them out of gifted programming and language-as-problem/language-as-right orientations evident on district websites. In fact, language-as-problem and/or language-as-right orientations can act as umbrellas that keep students from accessing gifted programming, limiting access when compared with a language-as-resource approach or a tandem of the latter two approaches. We discuss the implications and provide recommendations for change. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189287047 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15348431.2024.2444946 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 1124 Subjects: – SubjectFull: Bilingual education Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Bilingualism Type: general – SubjectFull: Educational quality Type: general – SubjectFull: Equality Type: general – SubjectFull: Information filtering Type: general – SubjectFull: Austin (Tex.) Type: general – SubjectFull: Texas Type: general – SubjectFull: Dallas (Tex.) Type: general – SubjectFull: Houston (Tex.) Type: general – SubjectFull: United States Type: general Titles: – TitleFull: The Digital Gatekeepers: How Texas District Websites Shape Equitable Access for Emergent Bilinguals. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Holtz, Emily – PersonEntity: Name: NameFull: Edosomwan, Kristian – PersonEntity: Name: NameFull: Worley, Cristina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov/Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15348431 Numbering: – Type: volume Value: 24 – Type: issue Value: 5 Titles: – TitleFull: Journal of Latinos & Education Type: main |
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