Toward a Nuanced and Contextualized Understanding of Undocumented College Students: Lessons from a California Survey
Prior research has established that undocumented immigrant experiences are dynamic, reflecting the complex web of immigration-related policies that create legal vulnerability. As such, undocumented college students' experiences must be situated in their current policy context. Drawing on descri...
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| Veröffentlicht in: | Journal of Latinos and education 2021-07, Vol.20 (3), p.215-231 |
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| creator | Enriquez, Laura E. Chavarria, Karina Rodriguez, Victoria E. Ayón, Cecilia Ellis, Basia D. Hagan, Melissa J. Jefferies, Julián Lara, Jannet Morales Hernandez, Martha Murillo, Enrique G. Nájera, Jennifer R. Offidani-Bertrand, Carly Oropeza Fujimoto, Maria Ro, Annie Rosales, William E Sarabia, Heidy Soltero López, Ana K. Valadez, Mercedes Valdez, Zulema Velarde Pierce, Sharon |
| description | Prior research has established that undocumented immigrant experiences are dynamic, reflecting the complex web of immigration-related policies that create legal vulnerability. As such, undocumented college students' experiences must be situated in their current policy context. Drawing on descriptive analyses of a survey of 1,277 undocumented 4-year college students in California, we examine how undocumented students are faring in a relatively inclusive policy context. Results demonstrate the heterogeneity of undocumented student experiences and unpack the challenges they confront while also demonstrating the ways they thrive. We document how respondents are performing across a variety of academic, well-being, and civic and political engagement outcomes. We also show that undocumented students' perceptions of legal vulnerability are complex and varied, taking into account family-level legal vulnerability and individual protections. Further, students perceive campuses as fairly welcoming spaces, with some differences arising across the two university systems. Ultimately, we argue that undocumented college students' experiences merit more nuanced and contextualized analysis. |
| doi_str_mv | 10.1080/15348431.2021.1952076 |
| format | Article |
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As such, undocumented college students' experiences must be situated in their current policy context. Drawing on descriptive analyses of a survey of 1,277 undocumented 4-year college students in California, we examine how undocumented students are faring in a relatively inclusive policy context. Results demonstrate the heterogeneity of undocumented student experiences and unpack the challenges they confront while also demonstrating the ways they thrive. We document how respondents are performing across a variety of academic, well-being, and civic and political engagement outcomes. We also show that undocumented students' perceptions of legal vulnerability are complex and varied, taking into account family-level legal vulnerability and individual protections. Further, students perceive campuses as fairly welcoming spaces, with some differences arising across the two university systems. Ultimately, we argue that undocumented college students' experiences merit more nuanced and contextualized analysis.</description><identifier>ISSN: 1534-8431</identifier><identifier>EISSN: 1532-771X</identifier><identifier>DOI: 10.1080/15348431.2021.1952076</identifier><language>eng</language><publisher>Philadelphia: Routledge</publisher><subject>Academic Achievement ; academics ; Activism ; Asian American Students ; At Risk Students ; campus context ; Citizen Participation ; College Environment ; College Students ; DACA ; higher education ; Hispanic American Students ; Inclusion ; legal vulnerability ; Low Income Groups ; Mental Health ; Public Policy ; Social Discrimination ; Stress Variables ; Student Attitudes ; Student Characteristics ; Student Experience ; Student Participation ; Undocumented Immigrants ; Undocumented students ; Voting ; Well Being</subject><ispartof>Journal of Latinos and education, 2021-07, Vol.20 (3), p.215-231</ispartof><rights>2021 Taylor & Francis Group, LLC 2021</rights><rights>2021 Taylor & Francis Group, LLC</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c407t-a0b4f97ccdcc31b6727d51c6ce06700c38d041e6553672a9efdf277e4207b80e3</citedby><cites>FETCH-LOGICAL-c407t-a0b4f97ccdcc31b6727d51c6ce06700c38d041e6553672a9efdf277e4207b80e3</cites><orcidid>0000-0001-5294-7878 ; 0000-0001-6299-8206 ; 0000-0003-1848-9505 ; 0000-0001-5491-0630 ; 0000-0001-9684-5566 ; 0000-0003-1141-5597 ; 0000-0002-1734-7102 ; 0000-0002-1700-0811 ; 0000-0002-6580-3109 ; 0000-0001-5645-1378 ; 0000-0002-0646-6528</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>315,781,785,27929,27930</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1309133$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Enriquez, Laura E.</creatorcontrib><creatorcontrib>Chavarria, Karina</creatorcontrib><creatorcontrib>Rodriguez, Victoria E.</creatorcontrib><creatorcontrib>Ayón, Cecilia</creatorcontrib><creatorcontrib>Ellis, Basia D.</creatorcontrib><creatorcontrib>Hagan, Melissa J.</creatorcontrib><creatorcontrib>Jefferies, Julián</creatorcontrib><creatorcontrib>Lara, Jannet</creatorcontrib><creatorcontrib>Morales Hernandez, Martha</creatorcontrib><creatorcontrib>Murillo, Enrique G.</creatorcontrib><creatorcontrib>Nájera, Jennifer R.</creatorcontrib><creatorcontrib>Offidani-Bertrand, Carly</creatorcontrib><creatorcontrib>Oropeza Fujimoto, Maria</creatorcontrib><creatorcontrib>Ro, Annie</creatorcontrib><creatorcontrib>Rosales, William E</creatorcontrib><creatorcontrib>Sarabia, Heidy</creatorcontrib><creatorcontrib>Soltero López, Ana K.</creatorcontrib><creatorcontrib>Valadez, Mercedes</creatorcontrib><creatorcontrib>Valdez, Zulema</creatorcontrib><creatorcontrib>Velarde Pierce, Sharon</creatorcontrib><title>Toward a Nuanced and Contextualized Understanding of Undocumented College Students: Lessons from a California Survey</title><title>Journal of Latinos and education</title><description>Prior research has established that undocumented immigrant experiences are dynamic, reflecting the complex web of immigration-related policies that create legal vulnerability. 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| fulltext | fulltext |
| identifier | ISSN: 1534-8431 |
| ispartof | Journal of Latinos and education, 2021-07, Vol.20 (3), p.215-231 |
| issn | 1534-8431 1532-771X |
| language | eng |
| recordid | cdi_eric_primary_EJ1309133 |
| source | Education Source (EBSCOhost) |
| subjects | Academic Achievement academics Activism Asian American Students At Risk Students campus context Citizen Participation College Environment College Students DACA higher education Hispanic American Students Inclusion legal vulnerability Low Income Groups Mental Health Public Policy Social Discrimination Stress Variables Student Attitudes Student Characteristics Student Experience Student Participation Undocumented Immigrants Undocumented students Voting Well Being |
| title | Toward a Nuanced and Contextualized Understanding of Undocumented College Students: Lessons from a California Survey |
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