“FU”: One Response to the Liminal State Immigrant Youth Must Navigate

Abstract

Undocumented youth experience partial integration in some institutional spaces but remain barred from others. Although they are permitted to attend and graduate from K–12 public schools, the geographic unevenness of immigration policy leads to inequitable access to higher education for undocumented youth. In this article, we examine undocumented higher education access and how an underground freedom school is providing an alternative. We apply the theoretical lens of spaces of care within the framework of geographies of care to understand the uneven legal geographies that exist and the structures that emerge to equip and empower youth to leverage their experiences with illegality.

A Scoping Review of Literature About Mental Health and Well-Being Among Immigrant Communities in the United States

“…This literature identified intersections between immigration and risk of mental health challenges due to factors both before and after immigration, including experiences of war, other types of direct violence and/or trauma, economic challenges, separation from family and social networks, as well as racism and discrimination (Castañeda et al, 2015; Derr, 2016; García, 2012; Hall & Cuellar, 2016; J. Kim et al, 2012; Lazarevic, 2017; Majumdar & Martínez-Ramos, 2016; Martinez et al, 2015; Morey, 2018; Patler & Laster Pirtle, 2017; D. X. Rodriguez, McDaniel, & Bisio, 2019; D.…”

“…Furthermore, the authors of this article have described ways in which different local, state, and federal laws result in multiscalar and often inconsistent immigration-related policies, and how such combinations result in different facilitators or barriers to immigrant integration in different geographic locations (Furuseth et al, 2015; McDaniel, 2018; McDaniel et al, 2017; McDaniel, Rodriguez, & Krumroy, 2019; McDaniel, Rodriguez, & Wang, 2019; McDaniel & Smith, 2017;D. X. Rodriguez et al, 2018; D. X. Rodriguez, McDaniel, & Bisio, 2019).…”