This article presents a critical review of the recent literature on undocumented students in higher education, placing it in the context of recent antiimmigrant sentiment and policy revisions. The 81 reviewed studies reveal that undocumented students confront significant financial barriers, shoulder unique psychological and social burdens tied to their legal status, and lack access to forms of social capital that facilitate postsecondary success. At the same time, they bring a host of assets to college campuses-including civic engagement and resilience-that are underutilized. Although their experiences are dependent on ethnoracial group and geographic context, these differences have not been sufficiently studied. Likewise, researchers have not adequately explored the impact of institutional, state, and federal programs designed to help undocumented students. In sum, the recent literature sheds some light on the experiences of undocumented postsecondary students, but further research should yield a more nuanced picture and better address their needs.

Learning to teach is rife with challenges. Preservice teachers’ self-efficacy can potentially mitigate the stress of these challenges, and teacher education programs are fundamental in helping them build this important resource. As such, understanding the foundations of self-efficacy is important for researchers and teacher educators alike. Grounding our study in social network theory, we explored the relationship between sense of belonging to a teacher education program, network centrality, and self-efficacy. Our sample included 245 preservice teachers in three university teacher education programs. We found that sense of belonging to the program and network centrality (in-degree and out-degree) were significantly and positively related to preservice teachers’ self-efficacy beliefs. This study builds on a growing literature that explores the relationships between preservice teachers’ social networks and their beliefs and practices.

Diego. His research focuses on educational change and the analysis of trust, social networks, teacher-student relationships, and teacher identity.

The success of implementing Common Core State Standards (CCSS) depends not only on the extent to which educators deeply understand the new standards but also on the expectations, values, and resources that support their readiness for making necessary instructional change. Educators’ understanding of and beliefs about CCSS may largely drive their behaviors and action toward implementation. This study investigated a longitudinal dataset of teachers and principals in one large school district serving a diverse student population in California, examining the relationship between educators’ beliefs and trust and the organizational climate. Findings suggest that both teachers’ trust in the principal and an innovative climate play a consistent, critical role in educators’ beliefs about implementing CCSS.

Leadership is one of the most examined concepts in the literature, and while the study of social networks is also gaining interest, the intersection between leadership and online social networks has received limited attention. The key notion underlying most leadership research is that the behaviors or attributes of a leader matter for a variety of outcomes. While offering valuable insights, this dominant view of leadership behavior and attributes underestimates the impact of social networks. Scholars are increasingly recognizing the importance of social processes involved in leading. Leadership has often been conceptualized as a process of influence toward an outcome. Social relationships through networks may provide leaders with the necessary infrastructure to access resources in achieving outcomes. Leadership from a network perspective emphasizes the interdependence reflected by a network of ties, which may ultimately moderate, influence, or determine the activity and movement of practices and knowledge.