Academic Resilience Among Undocumented Latino Students

Abstract

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.

Investigation of the Factors Affecting the Academic Resilience of Economically Disadvantaged High School Students

“…Bu bulgu alan yazındaki ilgili çalışmalarla paralellik göstermemektedir (Acedevo, 2009;Acedevo ve Esquivel, 2008;Alva, 1991;Foster 2013;Gonzalez ve Padilla, 1997;OECD, 2011;Perez, Espinoza, Ramos, Coronado ve Cortes, 2009;Wu vd., 2012). Bu duruma, alan yazındaki akademik yılmazlık çalışmalarının farklı kültürlerde yürütülmüş olması olabilir.…”

A ‘master status’ or the ‘final straw’? Assessing the role of immigration status in Latino undocumented youths’ pathways out of school

“…Although in-state tuition policies increase undocumented students' college enrollment rates and decrease high school drop-out rates (Flores 2010;Greenman and Hall 2013), financial barriers still disrupt educational pathways by forcing individuals to sacrifice study time to work, enroll in less expensive community colleges instead of four-year universities, take time off when they cannot afford tuition, or stop out (Abrego and Gonzales 2010;Diaz-Strong et al 2011;Terriquez 2015). Additionally, undocumented students often experience institutional neglect when schools are not prepared to meet their specific needs, may have limited social and emotional support when they do not reveal their immigration status to others, or may face antiimmigrant sentiment; all these factors can discourage their persistence (Perez Huber and Malagon 2007;Perez et al 2009). Finally, these barriers can create frustration that may lower educational aspirations when they sense that their lack of work authorization will prevent them from using their degree to obtain a job in their desired career (Abrego 2006;Gonzales and Chavez 2012).…”

Approaches to measuring academic resilience: A systematic review

“…Much like the traditional resilience literature, researchers aim to identify protective factors that moderate students' ability to respond to, and reduce the academic effects of a given risk. Individual protective factors of academically resilient students include high self-esteem, self-efficacy and autonomy (Wang et al, 1994), engagement in school (Finn & Rock, 1997) and value in school (Perez, Espinoza, Ramos, Coronado, & Cortes 2009). Environmental factors have also been identified that serve to protect students from the impact of risk including, parent involvement (La Foret, Watt, Diaz, McCullough, & Barrrueco, 2000), social ties at school (Langenkamp, 2010) and, classroom environment (Samel, Sondergeld, Fischer, & Patterson, 2011).…”