While emerging research illuminates how youth engage with digital media, relatively little attention has been given to moral and ethical issues. Drawing on interviews with 61 teens and young adults, we explored the extent to which youth’s approaches to online life include moral or ethical considerations. We report the prevalence of three ways of thinking about use of social networks, massive multiplayer games, Wikipedia, and downloading. We found that individualistic thinking (focusing on consequences for oneself) dominated participants’ thinking; moral thinking (considering known others) was somewhat prevalent; and ethical thinking (acknowledging unknown others and communities) was least prevalent. We explore the targets and triggers of these approaches to online life, discuss ethical lapses observed, and consider theoretical and practical implications.

Here we advance the concept of legal–spatial consciousness—an individual's awareness of how law and space are mutually formed and influential on their lives. Through this concept, we explore how undocumented youth in a variety of American destinations understand and experience migrant illegality. By examining how immigration law and local places are imbricated, we demonstrate how immigrant illegality is defined not only by a patchwork of municipal, state, and federal laws, but also by how undocumented people move through these differently legal spaces in their everyday lives. Illegality is thus continually reproduced through individuals’ im/mobility through space.

Excluded from public financial aid because of their immigration status, undocumented youth in the United States frequently depend on private schools’ merit‐based financial aid. This aid, which operates according to a neoliberal logic, provides them with a critical pathway to tertiary education and potentially to institutional and national inclusion. Yet this private‐sector inclusion ultimately harms their sense of public belonging, as shown by the experiences of undocumented Latino youth in Nashville, Tennessee. Students who do not meet the schools’ high standards cannot access either institutional or civic inclusion; those who can meet the standards experience inclusion as contingent on continued excellence. Their experiences reveal the critical role that private institutions play in mediating undocumented people's national inclusion and how neoliberal merit restricts the terms of this inclusion. [undocumented migrants, inclusion, exclusion, higher education, neoliberalism, bureaucratic documents, United States]

Older sisters in Latino, immigrant-origin families in the United States bear significant caretaking responsibilities for their siblings, especially regarding their siblings’ educations. Young women in Nashville, Tennessee, frame their same-generation caretaking commitments and educational expectations for their siblings in intergenerational terms—what I term the descendant bargain. This intergenerational framing reveals how elder sisters position their siblingship—and their educational carework—as vital to forging socioeconomic mobility and kinship obligations, labor often understood as the domain of parents. Youthful siblings’ educational carework is a critical kinship practice that demonstrates the central role of youth in making kinship and remaking genealogical generation in immigrant families.