Undocumented Immigrant Students Research Articles

What does it mean to be UndocuBlack? Exploring the double invisibility of Black undocumented immigrant students in U.S. colleges and universities

AbstractThe scholarship concerning undocumented immigrant students continues to overlook the lives of Black undocumented immigrant (undocuBlack) students. This interpretative phenomenological study aims to increase awareness of how undocuBlack students experience college. Our findings suggest that undocuBlack students experience double invisibility because of two of their salient identities: Black and undocumented. Study participants overwhelmingly indicated feeling invisible, even in spaces presumably designed for Black and undocumented immigrant students, such as Black Student Unions and Undocumented Student Resource Centers. This article provides a grounding understanding of undocuBlack college students and concludes with recommendations for increasing the undocuBlack college student visibility in higher education and research.Practical Takeaways Diversify and Train College‐wide Institutional Agents. Hire and promote institutional agents and student leaders who intimately understand undocuBlack lives and issues. Train institutional agents on undocuBlack realities, which should involve partnering and paying (yes, paying) current and formerly undocuBlack immigrants who are content experts to share their experiences and research. Center/ing UndocuBlack Student Voices: Review yearly programming calendars to ensure that undocuBlack stories are represented (e.g., Black History Month, Disability Pride Month, Latinx Heritage Month, Pride Month, Undocumented Immigrant Week/Month, and Women's Heritage Month, among others). Cross‐Campus and Community Collaboration: Collaborate and disseminate reliable content from organizations, such as the Black Lives Matter movement, UndocuBlack Network, and Black Alliance for Just Immigration to strengthen our ties and widen our support for undocuBlack students and staff (and overall communities) on and off campus.

“This is our country, too”: Embodied Experiences of and Resistance to Neo‐nationalism in a Midwest School District

AbstractNationalist rhetoric is not new to the US political context of transnational migration (Johnson et al., 2018). However, the election cycle of 2016 amplified nationalist rhetoric and policy in new public spaces, including schools and classrooms. In this article, I analyze neo‐nationalist discourse as voiced by the Trump Administration in and adjacent to language classrooms and general education classrooms in a predominantly White, Midwestern school district with growing demographics of students designated as English Language Learners (ELLs). Using intertextual and interdiscursive analysis (Fairclough, 1992) and embodied sociolinguistics (Bucholtz & Hall, 2016), I trace how neo‐nationalist discourses entered the classrooms, homes, and, I argue, bodies of newly arrived, racialized, documented, and undocumented immigrant students. I demonstrate how such rhetoric and policy provoked physical manifestations of trauma coupled with resistance, showing how the circulation of neo‐nationalist ideas contributed to ideological constructions of immigrant student and family identities along lines of race, immigration status, and language. Based on my findings, I center participants' lived knowledge and goals to argue that these moments demand response in schools and language education classrooms and offer implications for research, policy, and practice.

Undocumented Immigrant Status: Implications for Music Education

Although issues concerning immigration have been debated for decades, the results of the 2016 U.S. presidential election ignited additional politicization, particularly regarding undocumented immigration. Dominant narratives of undocumented persons continue to be framed in damaging and deficit perspectives that position individuals as unhuman (“alien”) and criminal (“illegal”). Considering the ongoing anti-immigrant climate, it is imperative to learn from undocumented student experiences and how citizenship status might impact access to and participation in music classes. Importantly, learning from undocumented students’ experiences could help educators and administrators better support a significant population in school communities. In this review of literature, I explore research relevant to undocumented immigrant students in the United States and offer implications for working with undocumented students and families.

“They Didn’t Know What to Tell Me”: Supporting Undocumented College Students

Using data from 40 qualitative interviews with undocumented immigrant students, this article explores the experiences of undocumented students in seeking help applying to and navigating college. Participants reported mixed experiences---some received incorrect information about the options available to them or immigration policies, whereas others found robust information about their options and forged connections with organizations for undocumented students. These findings illuminate new structural and interpersonal mechanisms for supporting undocumented students.

(Il)legally Exhausted

On October 5, 2022, the United States Fifth Circuit Court of Appeals announced its ruling on Texas v. United States, which found the Deferred Action for Childhood Arrivals (DACA) memorandum (and program) illegal. The Fifth Circuit Court of Appeals ordered the United States District Court for the Southern District of Texas to rule on the legality of the Biden Administration’s Final Rule on the program, which the Department of Homeland Security publicized in late August and is under review and set to take effect on October 31, 2022. On October 14, the United States District Court for the Southern District of Texas also found DACA illegal. However, Judge Andrew Hanan extended the temporary order allowing current recipients to renew their permits until further notice. The future of DACA remains uncertain, yet the anxiety, exhaustion, numbness, and tiredness that stem from its legal terrorism remain real for those who benefit from the program. In this essay, the authors, two undocumented immigrant educators with DACA, reflect on their experiences with DACA, the meaning of the latest rulings, their futures, and the responsibility of higher education institutions to their undocumented immigrant students and professionals.

“Denying America”: Vivian's Counterstory of Undocumented Status

Abstract This article provides a counterstory of a formerly undocumented Latina student's experiences navigating school and music education in the United States. Using tenets of undocumented critical theory (UndocuCrit) and counter-storytelling, I share Vivian's journey through secondary and postsecondary education as she encountered systemic barriers in pursuit of a career in music education. Vivian's narrative revealed institutional hindrances that disrupted access to music education at both secondary and postsecondary levels. Notably, shifting policies, misinformation, limited access to funding, and issues with immigration documents interfered with Vivian's aspirations of becoming a certified, full-time music educator. Unwavering familial support and legal assistance from a skilled attorney aided her pursuit of higher education. Eventually, Vivian fashioned a new path in a different field of study and now uses her experiential knowledge to assist others who are undocumented. Possibilities for working with undocumented immigrant students and families are discussed in light of fluid immigration policies and the ongoing sociopolitical climate.

Facilitating Educational Equity and Safety of Undocumented Immigrant Students

Immigration policies and deportations have negatively impacted not only undocumented immigrant students and their families, but also their teachers, administrators, counselors, and other community members. Drawing on Freire’s (1970) concept of praxis, and on critical-ecological educational approaches (da Silva Iddings, 2017), we interviewed educators to better understand the possibilities of partnerships between university-schools-communities to collaboratively facilitate educational equity and safety of undocumented immigrant students in U.S. schools . Thus, this article aims to shed light on ways to respond to the current sociopolitical and educational issues these students are facing and on ways to improve their schooling experiences.

Levels of nationalism among middle and high school social studies teachers: Implications for promoting equity for immigrant students and with educators

This article analyzes survey data from a national sample of K-12 public school teachers (N = 5190) with a focus on the nested sample of middle and high school social studies teachers (N = 927). The authors examine social studies teachers' views on nationalism, including the sub-categories of chauvinistic nationalism and patriotism. In the analyses, the authors show differences in levels of nationalism based on demographic and regional factors and the relationship between levels of nationalism and teachers' beliefs about educational rights for undocumented immigrant students using both correlation and linear regression analyses. We argue that teachers’ views on nationalism could be a critical factor in shaping beliefs toward equity in relation to immigrant students.

Moscas, metiches, and methodologies: exploring power, subjectivity, and voice when researching the undocumented

In this essay, Gerardo R. López, a non-undocumented immigrant scholar, who has done extensive research with undocumented immigrant communities, has a conversation with Alonso R. Reyna Rivarola, an undocumented immigrant scholar with Deferred Action for Childhood Arrivals (DACA), who writes and researches issues of how undocumented immigrant students experience schooling from a critical situated stance. Their conversation explores a range of topics that interrogate the problematic nature of researching the self/other, while simultaneously examining the broader purpose(s) of research in the academy.

Critical agency and vocational outcome expectations as coping mechanisms among undocumented immigrant students.

Critical agency and vocational outcome expectations as coping mechanisms among undocumented immigrant students.

School Counselors Igniting the Hope of Undocumented Students in College Access

ABSTRACT Undocumented immigrant students represent 2% of the total U.S. higher education population. Due to their citizenship status, many undocumented high school students encounter barriers to college access including prohibitive admissions policies, increased tuition rates, and funding restrictions. Some undocumented students experience anxiety, frustration, and fear due to these barriers. School counselors can utilize group counseling to guide undocumented students through the college access process and potentially cultivate hope for the future. This article details a college access group for undocumented high school students. The group goals and activities utilize a Hope Theory framework.

ASPIRE, Los Angeles, CA

ASPIRE, Los Angeles, CA1 Ji In Kit Lee (bio) Stories are extremely important, and in my life very relevant as well. The power of some stories is what changes the minds of some people outside of the immigrant community. My story starts with the realization of the implications of my immigration status when I was a high school senior. Like a lot of undocumented immigrant students, it was difficult to confront a reality that was unexpected, because [we are] told that as long as you try hard in this country, you'll get somewhere—the American Dream essentially. So feeling like [I was] ambushed by a situation that I couldn't control was really difficult at the time. My alternative solution to going to a four-year college, which was what I was anticipating, was to go to a community college. I think at first that whole stigma of going to community college, dealing with that was difficult. But going to community college and hearing stories and learning and being able to be in the presence of a lot of different people coming from different walks of life was very important to me. It grounded me as a human being. During the past two years, it's been an amazing journey as a human being but also as someone who's part of the movement [for immigrant justice]. During my community college endeavors, I was exposed to an internship program called Dream Summer2 where I met undocumented activists from all over the country. Through that I was able to find a support group and network, ASPIRE Los Angeles3, an undocumented group of Asian Pacific Islanders, and that was really important, because often, the immigration narrative shows only one side of the story. It's the narrative that dominates the mainstream dialogue, but immigration in general is also portrayed as affecting only the Latino community, which is untrue. Being affected by the model minority myth which attempts to reduce our experiences, it was really important that an organization like ASPIRE existed in order to increase the visibility and to [End Page 113] uplift our narratives as undocumented Asian and Pacific Islander youth. I remember the very first time that I came out publicly about my status. A surreal experience because [was] something that [I held] as a fear and as a weakness for so long, and then [I released it] in front of a lot of different people that [I didn't] know. The fear of deportation is very real in our community, so having to step back and just [be public] was really difficult. But once I [went public] I felt an empowerment that I've never experienced. This is why I'm here today speaking to you. It's interesting that the more visibility I had within my community, I felt safer even though under the law it just didn't seem like that would be the case. We weren't being silent, and yet we felt more safe, and we felt much more empowered than ever. Ji In Kit Lee Ji In Kit Lee is an IJC Community Fellow at the MinKwon Center for Community Action. She studies and organizes to interrogate the crossroads between the U.S. immigration system and the prison-industrial complex. She graduated with a BA in politics from Pomona College. Notes 1. Editor's note: This is an edited transcript of a presentation by a member of what was formerly known as ASPIRE Los Angeles at a 2015 conference on the topic of Asian migration. I've provided references to websites related to the organizations mentioned in the presentation. 2. Dream Summer, https://www.labor.ucla.edu/what-we-do/dream-resource-center/dream-summer/ 3. UPLIFT, http://www.upliftlosangeles.org/hxstory-mission-statement/ Copyright © 2019 Johns Hopkins University Press

AB 540: Tuition Waiver Policy in California: How Student Services Professionals Influence College Access for Undocumented Students

This was an exploratory qualitative study utilizing tenets of phenomenology to examine the lived experiences of front-line student services professionals in Admissions and Financial Aid and their dilemmas in interpreting and implementing California Assembly Bill 540 (2001) in their interactions with undocumented students. Front-line student services professionals are often the make-it or break-it persons for undocumented students to realize their dreams of attaining a postsecondary education because they determine whether students can pay in-state tuition and receive financial aid. California law AB 540 (2001) was created with the intention of providing a fair tuition policy for all California high school graduates entering college in California. AB 540’s (2001) purpose is to allow all California high school graduates, including undocumented immigrant students who meet the requirements, to be exempt from paying nonresident tuition at California public postsecondary institutions. An undocumented student is classified as someone who entered the U.S. without proper immigration documents or someone who entered the country legally as a nonimmigrant but later never exited the country (Internal Revenue Service, 2014). Twelve student service professionals, both part-time and full-time, at public two-year and four-year higher education institutions shared their experiences regarding management of difficult and sensitive conversations with undocumented students, as they attempted to translate state legislation through institutional polices. Many times, these front-line professionals in Admissions and Financial Aid were the first and only people to interact with incoming undocumented students before they set foot in the classroom. These professionals utilized their knowledge, resources, and networks to help students navigate the college-going process. However, unclear and/or non-existent campus policies, departmental silos, along with a lack of professional development, adequate resources, and appropriate guidance, often limited their capacity to help.

Attaining the College Dream: The Effects of Politics on the Social Capital of First-Generation Undocumented Immigrant Students

Thousands of undocumented immigrant youth graduate high school in the United States each year, but very few matriculate into college. These students often face financial and informational obstacles when making the decision to pursue higher education. Recent research suggests undocumented students who live in a state that provides access to in-state college tuition primarily utilize their connections to other undocumented students to gain information about enrolling in college. However, Arizona passed Proposition 300 in 2007 and outlawed in-state tuition for these youth. Through on-line research and interviews with undocumented youth who sought to enter college before and after Prop 300, I find that undocumented students employed different types of social capital to pursue higher education depending upon the political environment. Prior to the implementation of Prop 300, the relevant advice networks included classmates, high school teachers, advisors, and college personnel. Post Prop 300, resources availab...

Academically Successful Latino Undocumented Students in College: Resilience and Civic Engagement

This qualitative study focused on academically successful undocumented immigrant college students who also advocate for access to educational opportunities for others. Using purposeful sampling, eight students attending a large university were recruited and interviewed. Findings indicate that academically successful students are eager to obtain economic security and are highly motivated to give back to their communities. Respondents emphasized that pro-immigrant public policy and institutional processes and support are important factors for their development of academic resiliency and success. Findings revealed that although the results of the U.S. presidential election have saddened and angered the respondents, they continue to express their strong commitment to pursue their dreams. Researchers are urged to focus on academically successful undocumented immigrant students in order to learn about the factors that contribute to their academic success. Learning from resilient students can inform educators regarding effective practices that support students who are currently less successful in school.

Leading for Change: School Leader Advocacy for Undocumented Immigrant Students

ABSTRACTSchool leaders can ally with other educational stakeholders to encourage undocumented student persistence in Pk-12 schools. We explore (1) how school leaders create systems of support for undocumented and newly arrived immigrant students, and (2) how school leaders interpret and implement policies or school structures that affect student educational access. Border crossing theory guides our examination of how school leaders traverse and transgress borders that can impede students' education. This embedded case study included interviews with nine administrators working on the US-México border. The study finds that leaders expected to make a difference in students' lives by focusing on relationships and programming, committing to equity, and resisting deficit thinking about students and their families.

Seizing the Moment: Learning from Humanely Relational and Interdisciplinary Soundscapes

Lessons learned from George Sánchez have been at the heart of the work I do with undergraduate students at the University of California, Irvine (UCI). Many of them face enormous stress as a result of being (or being related to) undocumented Latina/o immigrants in the United States. During the 2011 Winter quarter, several of those students conferred with me about their intention to invite fellow UCI undergraduate students enrolled in our “Histories of the U.S.-Mexico Borderlands” course to join UCI Dreamers. This is an undergraduate student group that supports undocumented immigrant students at our campus as they struggle to finance, complete, and derive full social and intellectual benefit from their undergraduate education. This initiative situated our Chicana/o history course as a productive common ground, a space for this generation of women and men to act in support of each other. Attending UCI Dreamers meetings was not an automatic or random decision but rather the outcome of a series of interactions, discussions, and experiences. Prominent among these was our consideration of music and musical soundscapes that have influenced how life in the US–Mexico borderlands is lived and discussed.

The administration of diversity and equity on campuses and its relationships to serving undocumented immigrant students.

The administration of diversity and equity on campuses and its relationships to serving undocumented immigrant students.

A Transformative Mixed Methods Assessment of Educational Access and Opportunity for Undocumented College Students in the Southeastern United States

The Southeastern United States is home to one of the most culturally resistant arenas for undocumented immigrant students to pursue postsecondary education. Using a transformative mixed methods approach, we explore the multidimensional dynamics of contention that are present as campus administrators navigate the process of serving a group of students who are marginalized due to their unresolved immigration status. Our article contributes to the methodological literature by exemplifying how transformative mixed methods are powerful tools for understanding how the oppression of vulnerable populations is institutionalized in organizational settings.

Untangling Plyler's Legacy: Undocumented Students, Schools, and Citizenship

In this article, Roberto G. Gonzales, Luisa L. Heredia, and Genevieve Negrón-Gonzales present a nuanced assessment of how undocumented immigrant students in the United States experience the public educational system. Though the landmark 1982 Supreme Court ruling Plyler v. Doe has resulted in hundreds of thousands of undocumented children being educated in US K–12 schools, much of Plyler's promise still eludes them. Drawing data from multiple studies conducted with undocumented youth in California, the authors argue that schools perform three critical social functions—as integrators, as constructors of citizenship, and as facilitators of public and community engagement—that shape the educational experiences and political and civic participation of undocumented immigrant youth. They suggest that while schools hold the potential to engender a sense of belonging and membership for undocumented immigrant students, they often fall short of this promise. The authors argue that constrained resources in school districts that serve large concentrations of students of color, school structures that sort and deprioritize students in lower academic tracks, and modes of civic education that do not allow undocumented students to participate equally in society or view themselves as equal members of the citizenry limit the potential for schools to create positive educational and civic experiences for undocumented youth. In addition to inequalities in the educational system, undocumented students' immigration status constrains their interaction in each school function, limiting the realization of Plyler's promise.