This study examines how an urban, California high school supports undocumented students’ college access and the challenges the school and students encounter. Employing case study methodology, school observations and interviews with 14 undocumented students and 13 educators were conducted to gain a deeper understanding of the processes involved in undocumented students’ pursuit of higher education. Findings highlight the importance of building targeted college knowledge, providing navigational support to complete college and financial aid applications, unmet financial need, and Deferred Action for Childhood Arrivals (DACA) as a useful but limited tool for college access. Implications for practice and policy are provided.
In the midst of dramatic changes to American health care law there is need to understand the challenges that vulnerable populations encounter in obtaining and managing health insurance. Research has found that child language brokers, children who mediate language and culture for their immigrant families, assist with health-related matters. We report on focus groups with 17 language brokers living in Central Los Angeles. In this article we detail their experiences language brokering for health insurance and their knowledge of health insurance and policies that apply to their immigrant families. We illuminate some barriers immigrant families face as well as how they navigate them. We conclude with policy implications, particularly in relation to making health insurance more accessible to non-English speaking and immigrant populations.
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