Abstract
This study illustrates how national immigration policy relegates undocumented immigrant children to spaces of liminal citizenship, which shape their aspirations for higher education. Recognizing the power of migrant narratives, and the importance of privileging youths’ voices through children's geographies, we present the narratives of undocumented high school students from several rural North Carolina communities. Despite various barriers facing undocumented students, most have high academic aspirations. Students construct new forms of citizenship, legitimating their claims to higher education access through their achievement. Their liminal status, however, contributes to the formation of conflicted, “in-between” identities.
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