Download or read book Lived Experiences of Undocumented Latin Students written by Ricardo Pacheco and published by . This book was released on 2021 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Phenomenological Study of the Lived Experiences of Undocumented Latino Students to Enroll in and Persist at a Four year Public Hispanic serving Institution in Texas written by Angela Christine Stuart-Carruthers and published by . This book was released on 2014 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: Undocumented students in the United States are trapped in a myriad of completing federal, state, and local laws that impact their lives daily. While approximately 60,000 undocumented students graduate from high school each year, the college going rate for this population is substantially lower than their documented peers. Since President Obama signed the Deferred Action for Childhood Arrivals executive order, undocumented students have gained national attention. Despite this new focus on undocumented students few studies have been conducted to gain a deeper understanding of the live experiences of these students.

Download or read book The Lived Experiences of Five Undocumented Hispanic Students in Higher Education written by Thomas Noyola and published by . This book was released on 2012 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book I Have a Dream written by Maritza B. Calatayud and published by . This book was released on 2012 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this study was to examine the social, educational, and psychological challenges and barriers being faced by undocumented students striving to achieve higher education in California. The goal of the research was to provide an in-depth analysis about how undocumented students are overcoming multiple barriers in order to achieve a college education. A total of 12 undergraduate and graduate undocumented Latino students took part in the study. The findings revealed that undocumented students thrive when provided with positive social support networks at home, school, and in the community. The study also explored the participants' personal challenges and barriers to continue with higher education. Future research should be conducted on the educational plight, social support network and other support systems being utilized by undocumented students to continue with their college education in the United States.

Download or read book Voices to be Heard written by Brenda Ivelisse and published by . This book was released on 2015 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges have become a practical educational option for undocumented students seeking an associate degree; thus reflecting the community college's very mission and purpose by providing access and affordability for these students. Specifically, undocumented Latino students are known to select community colleges due to their low tuition cost, proximity to their home, ease of access, etc. (Hernandez et al., 2010). This research study focused on undocumented Latino students for, as a leading scholar notes, "undocumented Latino students in higher education represent a resilient, determined, and inspirational group of high achievers who persevere and serve as a model for success" (Contreras, 2009, p. 610). The purpose of this study was to explore, through their own voices, the community college experiences of undocumented Latino students in Oregon. The Pew Hispanic Center found approximately 22% of the estimated 150,000 undocumented residents of Oregon stand to benefit from the DREAM Act (Passel & Cohn, 2011). A qualitative methodology was used in this study that provided a philosophical approach that allowed for meaning to emerge from the data. A Latino Critical Theory (LatCrit) perspective was used to frame this study. By approaching this research through the lens of LatCrit theory, the factors affecting marginalized undocumented students were highlighted. Working from a social justice perspective, the researcher's goal was to provide information that may be useful to individual study participants, other undocumented students, and to the institutions that enroll these students. This study aimed to provide a means for addressing a social justice matter, the education of undocumented community college Latinos. It emphasizes the complex experiences and identities of Latinos, including language rights, immigration, citizenship, ethnicity, and gender (González & Portillos, 2007; Hernandez-Truyol, 1997; Montoya, 1994; Martinez, 1994). The intent of this study was not make far-reaching generalizations applicable to all community college undocumented Latino students, but to find themes that could support some of their experiences better that ultimately could lead to completion of an associate's degree. The study found that eight themes emerged as a result of the data analysis: 1. Support from Family and Community 2. Overcoming Obstacles 3. Cultural Informant 4. Finding Place: Formal and Informal Networks 5. Involvement 6. Barriers that Intersect 7. Identity as Undocumented 8. Resiliency This study attempted to define academic success of the eight participants by identifying the practices and support systems community colleges are using to help undocumented Latino students navigate their systems. Because of the focus on the lived experiences of undocumented Latino students, a qualitative approach referred to as testimonios was utilized for addressing the research questions, thus a platform for the voices of this marginalized population to expand the understanding of those who would hear them was created. This study revealed the conclusions that emerged from the testimonios as well as give recommendations for practice and further research. The study found that family support, creating community, understanding practitioners' roles, and having hope and resiliency aided in the persistence and retention of the participants. Freire (1970) stated in order to liberate and change the conditions in which individuals live, they must be empowered to do so. These eight participants narratives are a testament to what occurs to individuals if given the space to be empowered and change their conditions. The testimonios revealed their lived experiences as they completed an associate's degree. Their testimonios challenged the narrative that undocumented people are a burden to society. Their voices challenge the dominant narrative that undocumented people do not have a voice.

Download or read book Undocumented Latino College Students written by William Pérez and published by LFB Scholarly Publishing. This book was released on 2011 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: P(r)rez and Cort(r)s examine how undocumented Latino community college students cope with the challenges created by their legal status. They find that students experience feelings of shame, anger, despair, marginalization, and uncertainty stemming from discrimination, anti-immigrant sentiment, fear of deportation, and systemic barriers (e.g., ineligibility for financial aid). Despite moments of despair and an uncertain future, rather than become dejected, students reframe their circumstances in positive terms. Findings also highlight the importance of student advocates on campus, as well as the need to educate college personnel. The conclusion discusses the socioemotional implications of studentsOCO ongoing legal marginality, and makes suggestions for institutional practices."

Download or read book This is My Truth written by Marilyn Martinez and published by . This book was released on 2016 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this qualitative research study was to explore the overall lived experiences of DACAmented Latina/o students enrolled within the California Community College system. Adding to the limited research on the undocumented student population, specifically those who are Deferred Action recipients, findings highlight the experiences of students who have persisted in higher education by drawing on their cultural wealth to pursue their dreams and aspirations regardless of their status. From the voices of 10 students three themes emerged, (a) coming of age as undocumented, (b) navigating higher education, and (c) the impact of DACA. These three themes will demonstrate how this population makes sense of their status and navigates higher education within a time of constant change and uncertainty in our country at both the federal and state level. This study adds to the research on DACAmented Latina/o community college students, offers recommendations for practice and state and federal policy are also discussed.

Download or read book Achieving Equity for Latino Students written by Frances Contreras and published by Teachers College Press. This book was released on 2011-08-25 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite their numbers, Latinos continue to lack full and equal participation in all facets of American life, including education. This book provides a critical discussion of the role that select K–12 educational policies have and continue to play in failing Latino students. The author draws upon institutional, national, and statewide data sets, as well as interviews among students, teachers, and college administrators, to explore the role that public policies play in educating Latino students. The book concludes with specific recommendations that aim to raise achievement, college transition rates, and success among Latino students across the preschool through college continuum. Chapters cover high dropout rates, access to college-preparation resources, testing and accountability, financial aid, the Dream Act, and affirmative action.

Download or read book Undocumented Latino Students Experiences with Higher Education in the United States written by Amber A. Anderson and published by . This book was released on 2015 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Narrative Inquiry depicts the experiences and perceptions of undocumented Latino students/graduates within Kansas. Through the lens of Latino Critical Theory, counterstories pushed back against the dominant narrative of undocumented Latinos and higher education. An aspect I hope to capture is how undocumented Latino students are navigating their educational journey within the current anti-immigration context. Eight in-depth interviews were conducted based off a semi-structured protocol to examine themes from the LatCrit theory. LatCrit theory offered a race conscious framework to critically contrast oppressive aspects of society and the experiences of undocumented Latino students. The findings indicate DACA greatly influenced how participants approached higher education. The findings support Obama's administration and their attempts to strengthen the undocumented Latino student community. Participants explained how DACA had changed everything. For the first time in their lives, they were able to attend college with no fears of being deported. They were able to work legally and pay taxes. They were able to apply for driver's licenses and legally drive themselves to work and class. Participants challenged the common assumption about undocumented Latinos not valuing higher education. They would have felt more welcomed on campus if they had someone who could relate and discuss specific issues surrounding current immigration laws and DACA.

Download or read book Undocumented Latino Youth written by Marisol Clark-Ibáñez and published by . This book was released on 2017-11-07 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Delivers an intimate look at growing up as an undocumented Latino immigrant, analyzing the social and legal dynamics that shape everyday life in and out of school. --From publisher description.

Download or read book Out of the Shadows written by Carmen Martinez-Calderon and published by . This book was released on 2010 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract This research project lies at the intersection of immigrant incorporation, academic institutions, urban politics and U.S. law. I am interested on the role of local, state, and federal laws and policies in creating institutional conditions and fostering social networks that influence democratic politics and levels of immigrant assimilation and incorporation. To that end, I investigate the social networking ability of academic institutional actors (specifically undocumented AB540 students) based on conditions created and fostered by state and federal policy within schools. I examine the role of schools and school activities in offering opportunities and creating (or not) fertile conditions for social networking that may ultimately lead to segmented patterns of academic achievement and/or social incorporation of immigrant students and I analyze the role of undocumented AB540 students within these networks in democratic politics, more specifically in creating, re-creating, and/or re-defining legality. For over three years, I conducted brief and in-depth interviews with 20 undocumented AB540 students and executed monthly shadowing sessions and participant observations of 6 of these student participants. I also conducted archival research, including legislative histories of immigration and education policies, and analyzed the content of coverage in local mainstream and ethnic media, including newspapers and talk-shows. Based on this multi-method research design, I argue that local, state, and federal policies create institutional conditions that offer opportunities for undocumented immigrants to latch on to social networks that may affect their levels of academic achievement and social incorporation. This in turn, helps us to understand the varying and segmented patterns of academic achievement and social incorporation of immigrant youth that continue to maintain structures of social inequality. This project expands upon the literature on immigrant assimilation and incorporation by analyzing the benefits and drawbacks of local, state and federal laws like Plyler vs. Doe and AB540 that grant undocumented youth opportunities for inclusion and incorporation through education yet, at the same time they set limitations that often lead to social and economic barriers and consequently end up sending mixed and conflicting messages. This project also contributes to the literature on the schooling of immigrant children and youth, particularly Latino youth. In the last half-century, schooling has emerged as both - "the first sustained, meaningful, and enduring participation in an institution of the new society" and "the surest path to well-being and status mobility" (Suarez-Orozco, C., Suarez-Orozco, M., Todorova, p. 2, 2008). In schools, immigrant youth forge new friendships, create and solidify social networks, and acquire the academic, linguistic, and cultural knowledge that ultimately sustains them throughout their journey in the U.S. This said, my project also contributes to literature on social capital as it investigates how people's social capital responds to organizational conditions and supports research that argues that social networks are "sets of context-dependent relations resulting from routine processes in organizational context" and as a result "individuals receive distinct advantages from being embedded in effective broker-organizations that both, intentionally and unintentionally, connect people to other people, organizations, and their resources" (Small, p.vi, 2009). This research also shows that many practices, resources, and information available and offered to undocumented AB540 students often result from larger factors such as policies of the state, something far removed from these students' daily lived experiences. Furthermore, this project makes a contribution to the urban politics literature by highlighting that undocumented AB540 students are a distinct type of urban political actors with a presence and influence in local politics that is different from that of other immigrants, minorities, and underrepresented groups. Finally, I believe the results of this project will help shape our knowledge of the possibilities and challenges local, state, and federal legislations provide for how we define legality, citizenship, and belonging as well as how we analyze immigrants' processes of assimilation and/or incorporation to address the diversity challenges of America's sizable undocumented Latino population.

Download or read book The Mental Health of Undocumented Latino College Students written by Martha Esmeralda Zamudio and published by . This book was released on 2016 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, I describe the stressors affecting undocumented Latino college students, and the mental health consequences of these stressors. This impact is an important one to consider because there is a lack of clinical literature about these students and the results of this study can help clinicians learn about the lived experiences of navigating the U.S. college system as an immigrant and undocumented Latino. Twelve undocumented Latino college students, ages 18-24 years old, of the 1.5 generation (born outside the U.S.) currently attending community college, state college, or university in the San Francisco Bay Area and Sacramento California were interviewed for this study. Participants were chosen by criteria sampling through college clubs, centers, and organizations that serve undocumented students. The interview questions asked about demographics, family life, friendships, sense of belonging, political awareness, finances, education, resiliency, psychological symptoms, and coping. The interviews were analyzed using Brofenbrenner’s Ecological Theory (1994) and phenomenology. Results point to stressors in the areas of immigration/policy, finances, family, academics, identity and sense of belonging. The most powerful stressor was fear of deportation — for oneself or one’s family members. Leaving home for the first time was a major stress, as was making friends beyond their family, and being unavailable to the family in case of emergencies. Adapting to the college culture was an additional set of acculturation demands —it was an environment that differed from their childhoods, their hometowns, language, and community. Participants felt different from their peers. The financial aid process, the added steps in applying and renewing their DACA, and then suddenly needing to disclose their undocumented status in order to receive services were stressful, especially after many years of trying to be safe by living in the shadows. Participants described symptoms of depression, general and social anxiety, trauma, and adjustment problems. Clinical implications of the findings and directions for future research were suggested. These findings will inform therapists, counselors, and academics of the psychological needs and stressors experienced by the undocumented Latino college student population.

Download or read book Undocumented Latino College Students written by William Pérez and published by New Americans. This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examine how undocumented Latino community college students cope with the challenges created by their legal status. They find that students experience feelings of shame, anger, despair, marginalization, and uncertainty stemming from discrimination, anti-immigrant sentiment, fear of deportation, and systemic barriers. Desite moments of despair and an uncertain future, rather than become dejected, students reframe their circumstances in positive terms.

Download or read book Americans by Heart written by William Perez and published by Teachers College Press. This book was released on 2015-04-24 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: Americans by Heart examines the plight of undocumented Latino students as they navigate the educational and legal tightrope presented by their immigration status. Many of these students are accepted to attend some of our best colleges and universities but cannot afford the tuition to do so because they are not eligible for financial aid or employment. For the few that defy the odds and manage to graduate, their status continues to present insurmountable barriers to employment. This timely and compelling account brings to light the hard work and perseverance of these students and their families; their commitment to education and civic participation; and their deep sense of uncertainty and marginality. Offering a rich in-depth analysis, the author presents a new framework for educational policies that recognizes the merit and potential of undocumented Latino students and links their situation to larger social and policy issues of immigration reform and higher education access.

Download or read book Diary of a Reluctant Dreamer written by Alberto Ledesma and published by Mad Creek Books. This book was released on 2017 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: From undocumented to "hyper documented," Diary of a Reluctant Dreamer traces Alberto Ledesma's struggle with personal and national identity from growing up in Oakland to earning his doctorate degree at Berkeley, and beyond.

Download or read book Meanings of Mobility written by Leah Schmalzbauer and published by Russell Sage Foundation. This book was released on 2023-07-18 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past twenty years, elite colleges and universities enacted policies that reshaped the racial and class composition of their campuses, and over the past decade, Latinos’ college attendance notably increased. While discussions on educational mobility often focus on its perceived benefits – that it will ultimately lead to social and economic mobility – less attention is paid to the process of “making it” and the challenges low-income youth experience when navigating these elite spaces. In Meanings of Mobility, sociologist Leah C. Schmalzbauer explores the experiences of low-income Latino youth attending highly selective, elite colleges. To better understand these experiences, Schmalzbauer draws on interviews with 60 low-income Latino youth who graduated or were set to graduate from Amherst College, one of the most selective private colleges in the United States. The vast majority of these students were the first in their immigrant families to go to college in the U.S. She finds that while most of the students believed attending Amherst provided them with previously unimaginable opportunities, adjusting to life on campus came with significant challenges. Many of the students Schmalzbauer spoke with had difficulties adapting to the cultural norms at Amherst as well as with relating to their non-Latino, non-low-income peers. The challenges these students faced were not limited to life on campus. As they attempted to adapt to Amherst, many felt distanced from the family and friends they left behind who could not understand the new challenges they faced. The students credit their elite education for access to extraordinary educational and employment opportunities. However, their experiences while in college and afterward reveal that the relationship between educational and social mobility is much more complicated and less secure than popular conversations about the “American Dream” suggest. Many students found that their educational attainment was not enough to erase the core challenges of growing up in a marginalized immigrant family: many were still poor, faced racism, and those who were undocumented or had undocumented family members still feared deportation. Schmalzbeauer suggests ways elite colleges can better support low-income Latino students and lower the emotional price of educational mobility, including the creation of immigration offices on campus to provide programming and support for undocumented students and their families. She recommends educating staff to better understand the centrality of family for these students and the challenges they face, as well as educating more privileged students about inequality and the life experiences of their marginalized peers. Meanings of Mobility provides compelling insights into the difficulties faced by low-income Latinos pursuing educational and social mobility in America’s elite institutions.

Download or read book Navigating Critical Terrain written by Argelia Lara and published by . This book was released on 2014 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study examines the experiences of undocumented Latina/o graduate students. Specifically, the study explores how undocumented students have navigated entrance into graduate school and how their immigration status has impacted their educational and occupational aspirations. Utilizing a Latina/o Critical Race Theory (LatCrit) framework this study challenges forms of racism that exist through immigration policies and laws that limit the opportunities for undocumented students. The study draws on a Community Cultural Wealth (CCW) model, and argues that undocumented college graduates utilize forms of capital embedded in their culture and communities of support to navigate institutions of education and successfully obtain their degrees. The study employs an oral history methodology with 20 Latina/o students attending the University of California or California State University System at the time of the study. The study provides insight into the lived experiences of undocumented students and how those experiences inform how they strategize and mobilize key resources in higher education. Additionally, this work has important implications for educational practitioners and policy makers interested in broadening post-baccalaureate access for this student population.