Literature on Undocumented College Students
Perez, W., Cortes, R., Ramos, K., & Coronado, H. (2010). “Cursed And Blessed”: Examining The Socioemotional And Academic Experiences Of Undocumented Latina And Latino College Students. New Directions for Student Services, 131, 35-51. http://www.cccie.org/images/stories/366_ftp.277204023.pdf
Perez et al. find that undocumented students develop feelings of shame as well as a sense of discrimination due to their "triple minority status." Coping mechanisms to navigate these socioemotional difficulties include support from various sources, including parents, institutional agents, peers, and campus support programs programs. Perez et al. also find that civic engagement is another manner that students cope with their unauthorized status.
Perez Huber, L. (2009). Challenging Racist Nativist Framing: Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate. Harvard Educational Review, 79(4). http://tilt.colostate.edu/teaching/huber.pdf
Using Latina/o critical theory, Perez Huber discusses the community wealth that undocumented Chicana college students use to "counter racist navist framing." Study participants described using aspirational capital, such as their parents, as a source of motivation and perseverance. Their bilingual linguistic capital serves to make these women stronger individuals. The women also used social networks and resources they found within the community in order to overcome difficulties during their paths in higher education. Perez Huber concludes that we must highlight the cultural wealth of undocumented Chicana students to reflect the strengths that this community has.
Contreras, F. (2009). Sin Papeles y Rompiendo Barreras: Latino Students and the Challenges of Persisting in College. Harvard Educational Review, 79(4), 610-631. http://her.hepg.org/content/02671846902gl33w/fulltext.pdf
Contreras' study on undocumented students in Washington state discusses the difficulties that undocumented students face in persisting throughout college. From interviews with students at community colleges, a regional 4-year institution and a selective flagship institution, Contreras finds that undocumented students would not disclose their status with others, which led students to be less open to new friendships and opportunities. Students had difficulties finding support from staff because some administrators were not sensitive to undocumented students. They also described being fearful of their lives after college. Undocumented students in the study were able to navigate difficulties using the same set of advisors that helped students counter discriminatory and negative messages.
Abrego, L. (2008). Legitimacy, Social Identity, And The Mobilization Of Law: The Effects Of Assembly Bill 540 On Undocumented Students In California. Law & Social Inquiry, 33(3), 709-734. http://onlinelibrary.wiley.com/store/10.1111/j.1747-4469.2008.00119.x/asset/j.1747-4469.2008.00119.x.pdf;jsessionid=E352677AD9415A51C4D1D1B62791B0AC.f01t03?v=1&t=i36pk78t&s=6dc7b65c7929a985052f9dd0c408dc6b3ded587c
Abrego explores the legal consciousness of undocumented students after the passing of AB 540, which granted in-state tuition for California residents. She finds that unauthorized status is a big source of shame for these students, and that students can use the label "AB 540" as a more socially acceptable label and identity. Abrego also found that AB 540 resulted in greater educational opportunities for undocumented students.
Perez Huber, L. and Malagon, M. (2007). Silenced Struggles: The Experiences of Latina and Latino Undocumented College Students in California. Nevada Law Journal, 7(3), 841-861. http://scholars.law.unlv.edu/cgi/viewcontent.cgi?article=1453&context=nlj
Perez Huber and Malagon find that all undocumented students reported some source of social support. However, this support was different because undocumented students specifically needed to know how their legal status could present barriers in college. Students reported receiving support from their parents but a lack of support at the institutional level. Joining student groups that provided safe spaces was found to be a crucial source of support. In addition, ineligibility for federal and state financial aid was the most worrisome aspect for these students.
Teranishi, R., Suarez-Orozco, C., & Suarez-Orozco, M. (2015). In the Shadows of the Ivory Tower: Undocumented Undergraduates and the Liminal State of Immigration Reform. The Undocuscholars Project. http://www.undocuscholars.org/assets/undocuscholarsreport2015.pdf
This national survey of undocumented students collected data from 909 participants across 34 states. The majority of study participants discussed being extremely worried abut paying for their college education as well as being afraid of deportation. Students also discussed their social isolation on campuses and the discrimination they experienced as a result of their legal status. Safe spaces were reported as important for these students to navigate their college experiences. The study also found that most DACA recipients felt that the policy had positively impacted their education. These students were also able to participate more fully in society.
Perez, W., Cortes, R., Ramos, K., & Coronado, H. (2010). “Cursed And Blessed”: Examining The Socioemotional And Academic Experiences Of Undocumented Latina And Latino College Students. New Directions for Student Services, 131, 35-51. http://www.cccie.org/images/stories/366_ftp.277204023.pdf
Perez et al. find that undocumented students develop feelings of shame as well as a sense of discrimination due to their "triple minority status." Coping mechanisms to navigate these socioemotional difficulties include support from various sources, including parents, institutional agents, peers, and campus support programs programs. Perez et al. also find that civic engagement is another manner that students cope with their unauthorized status.
Perez Huber, L. (2009). Challenging Racist Nativist Framing: Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate. Harvard Educational Review, 79(4). http://tilt.colostate.edu/teaching/huber.pdf
Using Latina/o critical theory, Perez Huber discusses the community wealth that undocumented Chicana college students use to "counter racist navist framing." Study participants described using aspirational capital, such as their parents, as a source of motivation and perseverance. Their bilingual linguistic capital serves to make these women stronger individuals. The women also used social networks and resources they found within the community in order to overcome difficulties during their paths in higher education. Perez Huber concludes that we must highlight the cultural wealth of undocumented Chicana students to reflect the strengths that this community has.
Contreras, F. (2009). Sin Papeles y Rompiendo Barreras: Latino Students and the Challenges of Persisting in College. Harvard Educational Review, 79(4), 610-631. http://her.hepg.org/content/02671846902gl33w/fulltext.pdf
Contreras' study on undocumented students in Washington state discusses the difficulties that undocumented students face in persisting throughout college. From interviews with students at community colleges, a regional 4-year institution and a selective flagship institution, Contreras finds that undocumented students would not disclose their status with others, which led students to be less open to new friendships and opportunities. Students had difficulties finding support from staff because some administrators were not sensitive to undocumented students. They also described being fearful of their lives after college. Undocumented students in the study were able to navigate difficulties using the same set of advisors that helped students counter discriminatory and negative messages.
Abrego, L. (2008). Legitimacy, Social Identity, And The Mobilization Of Law: The Effects Of Assembly Bill 540 On Undocumented Students In California. Law & Social Inquiry, 33(3), 709-734. http://onlinelibrary.wiley.com/store/10.1111/j.1747-4469.2008.00119.x/asset/j.1747-4469.2008.00119.x.pdf;jsessionid=E352677AD9415A51C4D1D1B62791B0AC.f01t03?v=1&t=i36pk78t&s=6dc7b65c7929a985052f9dd0c408dc6b3ded587c
Abrego explores the legal consciousness of undocumented students after the passing of AB 540, which granted in-state tuition for California residents. She finds that unauthorized status is a big source of shame for these students, and that students can use the label "AB 540" as a more socially acceptable label and identity. Abrego also found that AB 540 resulted in greater educational opportunities for undocumented students.
Perez Huber, L. and Malagon, M. (2007). Silenced Struggles: The Experiences of Latina and Latino Undocumented College Students in California. Nevada Law Journal, 7(3), 841-861. http://scholars.law.unlv.edu/cgi/viewcontent.cgi?article=1453&context=nlj
Perez Huber and Malagon find that all undocumented students reported some source of social support. However, this support was different because undocumented students specifically needed to know how their legal status could present barriers in college. Students reported receiving support from their parents but a lack of support at the institutional level. Joining student groups that provided safe spaces was found to be a crucial source of support. In addition, ineligibility for federal and state financial aid was the most worrisome aspect for these students.
Teranishi, R., Suarez-Orozco, C., & Suarez-Orozco, M. (2015). In the Shadows of the Ivory Tower: Undocumented Undergraduates and the Liminal State of Immigration Reform. The Undocuscholars Project. http://www.undocuscholars.org/assets/undocuscholarsreport2015.pdf
This national survey of undocumented students collected data from 909 participants across 34 states. The majority of study participants discussed being extremely worried abut paying for their college education as well as being afraid of deportation. Students also discussed their social isolation on campuses and the discrimination they experienced as a result of their legal status. Safe spaces were reported as important for these students to navigate their college experiences. The study also found that most DACA recipients felt that the policy had positively impacted their education. These students were also able to participate more fully in society.