Jill Koyama

About

Jill Koyama is Vice Dean for Educational Leadership & Innovation at Arizona State University. Drawing on her educational training in both anthropology and education at Teachers College, Columbia University, she focuses her research on the intersections of social inequities and educational policy. Her work is situated across three integrated strands of inquiry: the productive social assemblage of policy; the controversies of globalizing educational policy; and the politics of language policy and immigrant and refugee education. For the past eight years, her research has centered on how, even under dire circumstances and inhospitable politics, refugee, asylum seekers, and other newcomers access and create resource-rich networks, make space for themselves and their families, and take civic action in the United States. Her research challenges notions of global citizenship and interrogates traditional pathways of civic engagement and education. She authored the book "Making Failure Pay: High-Stakes Testing, For-Profit Tutoring, and Public Schools," published in 2010 by The University of Chicago Press, and co-edited the volume "US Education in a World of Migration: Implications for Policy and Practice" in 2014, published by Routledge Press. Her work has appeared in several academic journals, including the American Journal of Education, Anthropology and Education Quarterly, British Journal of Sociology of Education, Educational Policy, Educational Researcher, Journal of Education…

Research topics

• Sociology
• Political science
• Public relations
• Pedagogy
• Psychology

Selected publications

• Pushing the Boundaries: Education Leaders, Mentors, and Refugee Students

  Educational Administration Quarterly · 2020-04-13 · 23 citations

  article1st authorCorresponding

  Purpose: In this study, we trace the work of refugee student–family mentors (mentors) in an Arizona school district who work across school–family boundaries. Utilizing boundary spanning theory, we examine how education leaders—teachers, school principals, assistant principals, and district administrators—work with the mentors. We document the interactions between the school leaders and the mentors and compare them with the interactions between the refugee families and the mentors. Research Metho…

  PublisherDOI

• Cultural Similarities and Differences in Relationship Goals in Intercultural Romantic Couples

  Journal of Family Issues · 2020-06-17 · 20 citations

  article

  Intercultural romantic relationships and multicultural families have increased in the United States and worldwide. Researchers have found that intercultural couples report high rates of conflict and relationship instability, which may be partly explained by differences between partners in relationship goals (e.g., how much intimacy is desired and how to approach conflict). Using data from 40 intercultural couples (N = 80), we test whether greater similarity in relationship goals between romantic…

  PublisherDOI

• A theoretical model for understanding relationship functioning in intercultural romantic couples

  Personal Relationships · 2020-11-09 · 10 citations

  article

  Abstract Intercultural romantic relationships have increased worldwide. Yet, there is a lack of empirical knowledge about intercultural couples. The studies that do suggest that intercultural couples have higher rates of conflict and long‐term instability, but most studies have measured intercultural couples using categorical responses of race/ethnicity, which limits theoretical insight to the interpersonal characteristics that make up high‐quality intimate relationships. This review integrates…

  PublisherDOI

• Sovereignty, citizenship and educating refugees in the United States

  European Educational Research Journal · 2020-10-20 · 3 citations

  article1st authorCorresponding

  Public education in the United States acts as a governmental tool of neoliberalism, through which state power and sovereignty are deployed and transformed in daily life. Here, I examine how the divergence of sovereignty is exerted over refugee students and their families in US public education. Drawing on 42 months of ethnographic data collected on refugee and other immigrant networks in Southern Arizona, a US–Mexico border region marked by increasing anti-immigrant policies and practices, I rev…

  PublisherDOI

• Separating families, recuperating the “nation-as-family”: Migrant youth and the cultural politics of shame

  Education Policy Analysis Archives · 2020-05-24 · 3 citations

  articleOpen access

  This study investigates the intersections of policy, affect, and the lives of migrant youth. We approach the Trump Administration’s contingent reversal of a “zero tolerance” family separation policy as an illustrative case for understanding how affect mediates policy-making processes. Combining Critical Policy Analysis (CPA) and affect studies, we analyze 184 print media texts between the declaration of zero tolerance (May 2018) and President Trump’s repeal of his executive order (June 2018). We…

  PublisherOA PDFDOI

Frequent coauthors

• Julie Kasper

  5 shared

• Hervé Varenne

  4 shared

• Ana Laura Fonseca

  3 shared

• Margaret A. Gibson

  3 shared

• Emily A. Butler

  Hospital for Sick Children

  3 shared

• Brendan H. O’Connor

  Arizona State University

  3 shared

• Sarah Wessler

  Fairfield University

  3 shared

• Jennifer Van Tiem

  Iowa City VA Health Care System

  2 shared

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