Drawing from resilience theory, this study explored subgroups of undocumented college students (UCS) based on their patterns of protection-oriented family communication and strengths-based psychological coping. Using survey data from 237 UCS, latent profile analyses revealed three subgroups. Safe optimistic copers reported occasional documentation-seeking and know-your-rights communication, but higher means in prevention and right path communication, as well as optimistic coping. Comprehensive copers scored moderately high in all types of protection-oriented communication and psychological coping. Strengths-based psychological copers infrequently engaged in protection-oriented communication, yet they scored moderately to moderately high in positive psychological coping. Compared to the other two profiles, safe optimistic copers reported the worst wellbeing (highest mean anxiety, depressive symptoms, and sleep disturbances; lowest mean perceived health and wellbeing). Comprehensive copers fared worse in anxiety, depressive symptoms, and sleep disturbances compared to strengths-based psychological copers; however, comprehensive copers reported greater wellbeing, perceived health, and academic motivation.

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Objectives: Using symbolic interactionism theory, we explore the different identity labels that Latinx and Asian DACA recipients (Deferred Action for Childhood Arrivals) have reported are imposed on them (i.e., ascribed) and the different meanings behind such identity labels. We also examine the identity labels that DACA recipients adopt for themselves (i.e., avowed). Method: Forty semistructured interviews were conducted with DACA recipients who attend a 2-or 4-year college in California. Results: Our findings reveal that DACA recipients have different meanings for ascribed identity labels. Some of these meanings have positive connotations and denotations, which may help to construct a positive self-view. Nonetheless, most of the emergent themes in our study show that DACA recipients perceive that ascribed identity labels have negative connotations and denotations. To create more positive representations of undocumented immigrants, DACA recipients use certain labels to describe themselves. Conclusion: Consideration of the ascribed and avowed identities of DACA recipients is important because such identities might reflect and influence others' views of undocumented immigrants and affect undocumented immigrants' self-view. Public Significance StatementIn this study, we interviewed 40 Latinx and Asian DACA recipients (Deferred Action for Childhood Arrivals) and asked them to share their thoughts on certain identity labels (e.g., illegal, DACAmented) that are commonly used in popular press or everyday talk to refer to them. We also asked what labels they use to refer to their documentation status. We found that DACA recipients had different meanings for the identity labels imposed on them. Although some of the labels had positive meanings and connotations, DACA recipients reported negative connotations associated with many of the labels imposed on them. To create more positive representations of undocumented immigrants, DACA recipients primarily used undocumented and undocumented citizen to refer to themselves. These findings are important because such identities may reflect and influence others' views of undocumented immigrants and affect undocumented immigrants' view of themselves.

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Prior research has established that legal vulnerability disrupts undocumented students educational experiences. Building on this work, we examine the process through which undocumented immigration status may disrupt academic performance through students' behavioral engagement in their coursework. Drawing on a survey of nearly 1,300 undocumented college students in California, we use latent profile analysis to identify student profiles based on their experiences of immigration-related distractions. We then assess the role of self and family demographics on profile membership, and the relationship between immigration-related distraction profiles and students' educational engagement outcomes. We identify five distraction profiles that indicate a wide variation in frequency of immigration-related distractions and suggest that immigration-related distractions result from both students' own and their parents immigration-related issues. These distractions are consequential, as those students who are in more frequently distracted profiles are more likely to report negative behavioral engagement outcomes. Ultimately, we argue that academic distractions and behavioral disengagement are key ways in which legal vulnerability disrupts the academic success of undocumented students.