intersection between their immigration status and their social identities as community activists in the face of xenophobia is imperative for higher education practitioners, institutions, and policymakers invested in equitable college access, diversity, and success. Identity, Social Activism, and the Pursuit of Higher Education provides the journey stories of 13 undocumented students that are navigating different types of educational institutions (e.g. community college, public and private universities, and one nonaccredited institution of higher learning for undocumented students) across the United States. Susana M. Muñoz offers a scholarly yet accessible text that resonates with a range of audiences, including community organizers, undergraduate and graduate students, higher education practitioners and policymakers. Muñoz provides critical higher education research while simultaneously transgressing a traditional scholarly writing style as she interweaves personal reflections of her own journey story about arriving to the U.S., and her experiences as a researcher and educator who works closely with the undocumented immigrant community.The first chapter of the book offers an overview of policy contexts, concepts of resistance, and theoretical explanations that help explicate the sociohistorical, sociopolitical, and socioeconomic context of undocumented students in the U.S. Engaging identity development, resistance, and theoretical perspectives, Muñoz highlights the need for conceptual and theoretical frameworks to describe the experiences of undocumented students. She closes the chapter by providing the book's organizational layout that reveals her intentional approach to the research and her decision to write with vulnerability.The second chapter introduces thirteen Latina/o undocumented students from the study. It details the participants' stories of arrival to the U.S., their formal schooling experiences in the U.S., and how these experiences influenced their access to college. Given that participants arrived in different regions of the U.S. and attended different types of institutions across the nation, stories from the lived experiences of undocumented students reveal how policies are unique to each state and institution. For example, Arizona's proposition 300 does not allow undocumented students to receive state financial aid or qualify for in-state tuition benefits. On the other hand, New Mexico allows students who graduate from a New Mexico high school to enroll in college despite their immigration status. This helps her transition to the next chapter, which explains how undocumented students' college access process is complex and unique.The narratives of undocumented students are revitalized in chapter three where their expressions of gratitude, accompanied by frustration, become evident as they embark on their college journeys. Muñoz describes the critical role high school teachers and counselors played in the college access process for participants in this study. She explains how undocumented students ...
