ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book employs new methodological approaches and theoretical framework to contribute to the existing limited research on migrant farmworker students in the US Using asset-based lenses. Zarate et al., review the primary objectives of Migrant Education Program (MEP) service areas and highlight existing limitations of each service area. Cranston-Gingras and Rivera-Singletary provide an in-depth review of the three federal programs whose target population includes migrant students, including Title I, Part C (MEP), Title III (targeting English Learners), and the Individuals with Disabilities Education Act (IDEA). They argue that these programs can expand their reach and value by collaborating when servicing migrant farmworker families. Centering migrant students’ perspectives disrupts dominant traditions of building college outreach programs that focus primarily on compensating for migrant students’ perceived weaknesses and building academic, financial, and cultural resources.
