This study examined the academic resilience of undocumented immigrant Latino students. It was hypothesized that due to their legal and social marginalization, students who experienced high risk accompanied by high levels of both personal and environmental protective factors would have higher academic outcomes than students with lower levels of these protective resources. The results from regression and cluster analyses ( N = 104) indicated that despite specific risk factors (e.g., elevated feelings of societal rejection, low parental education, and high employment hours during school) undocumented students who have high levels of personal and environmental protective factors (e.g., supportive parents, friends, and participation in school activities) report higher levels of academic success than students with similar risk factors and lower levels of personal and environmental resources. The results also suggested variability in risk exposure among undocumented students with some students reporting low levels of risk accompanied by high levels of personal and environmental protective factors.

This study examined the civic engagement of undocumented Mexican students. Civic engagement was defined as providing a social service, activism, tutoring, and functionary work. Survey data results (n = 126) suggest that despite high feelings of rejection because of their undocumented status, part-time employment, and household responsibilities, 90% of respondents had been civically engaged. Females and students with higher academic achievement and extracurricular participation demonstrated higher civic engagement whereas older students were more likely to have participated in activism. Policy implications of undocumented Latino college student civic engagement are discussed. ResumenEste estudio examina el compromiso cívico de estudiantes mexicanos indocumentados. Compromiso cívico se definió como la provisión de servicio social, activismo, tutoría y, trabajo funcional. Resultados obtenidos de cuestionarios (n = 126) sugirieron que a pesar de sentimientos altos de rechazo debido a su estado de indocumentados, empleo de tiempo parcial, y responsabilidades caseras, el 90% de los participantes se habían comprometido cívicamente. Mujeres y estudiantes con logros académicos más altos y participación extra curricular demostraron compromise cívico más alto mientras que estudiantes de mayor edad participaban más en activismo. Implicaciones estratégicas para el compromiso cívico de estudiantes universitarios Latinos indocumentados se discuten.

This study documents strategies employed by Latina doctoral graduate students to balance family relationships with the demands of school to maintain their status of a "good daughter." In-depth interviews reveal some women integrate family and school by explaining the demands placed on them to enlist support while others keep their two social spheres separate by switching between them to minimize conflict. The patterns are discussed in the context of Latinas academic success in higher education. ResumenEste estudio documenta estrategias empleadas por estudiantes doctorales latinas para balancear relaciones familiares con las demandas escolares y mantener su imagen de "buena hija". Entrevistas a fondo revelan que algunas mujeres integran familia y escuela explicando las demandas que se les imponen para enlistar apoyo; mientras que otras mantienen sus dos esferas sociales separadas tomando turnos entre ellas, minimizando así el conflicto. Los patrones se discuten en el contexto de éxito académico de latinas en educación superior.

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