Echándole ganas: The academic identities of undocumented Latino youth

Symbolic Sanctuary and Discursive Dissonance: Limitations of Policy and Practice to Support Undocumented Students at Hispanic Serving Institutions

“…Two prominent themes in the current literature about undocumented Latinx students in higher education are the impact of financial constraints (Diaz-Strong, Gómez, Luna-Duarte, & Meiners, 2011;Pérez Huber, 2009;Suárez-Orozco et al, 2015), and family supports as a resource (Diaz-Strong et al, 2011;Pérez Huber, 2009;Pérez, Espinoza, Ramos, Coronado, & Cortes, 2009;Punti 2017). Financial constraints are evident in the lack of access to many state and federal aid programs, which can lead to increased levels of stress and anxiety that impact the emotional and physical well-being of undocumented Latinx students (Diaz-Strong et al, 2011;Pérez Huber, 2009;Suárez-Orozco et al, 2015).…”

“…Financial constraints are evident in the lack of access to many state and federal aid programs, which can lead to increased levels of stress and anxiety that impact the emotional and physical well-being of undocumented Latinx students (Diaz-Strong et al, 2011;Pérez Huber, 2009;Suárez-Orozco et al, 2015). However, much research acknowledges that protective factors such as a family's economic, social, cultural, and emotional support cannot be ignored as contributing factors for academic achievement (Pérez et al 2009;Pérez Huber, 2009;Punti, 2017). For example, students often drew on families' migration stories for inspiration (Pérez Huber, 2009), as well as the use of phrases such as "échale ganas" ("put a lot of effort") from family members to inspire them to do well in school (Punti, 2017).…”

“…However, much research acknowledges that protective factors such as a family's economic, social, cultural, and emotional support cannot be ignored as contributing factors for academic achievement (Pérez et al 2009;Pérez Huber, 2009;Punti, 2017). For example, students often drew on families' migration stories for inspiration (Pérez Huber, 2009), as well as the use of phrases such as "échale ganas" ("put a lot of effort") from family members to inspire them to do well in school (Punti, 2017).…”

Beyond undocumented: Differences in the mental health of Latinx undocumented college students

“…One's family-based motivation to continue school promotes psychological well-being (Mount 2015). In promoting positive mental health outcomes, family-based motivation or ganas (a strong desire to overcome) may mitigate the effect of stressors on anxiety, especially stressors related to being undocumented (Allen et al 2020;Punti 2018). An undocumented college student who is deeply motivated by her family to go to college may have better mental health than a student whose family does not represent a high motivational purpose, because family may be a positive force in the educational journeys of students of color (Yosso 2005).…”

“…An undocumented college student who is deeply motivated by her family to go to college may have better mental health than a student whose family does not represent a high motivational purpose, because family may be a positive force in the educational journeys of students of color (Yosso 2005). At the same time, strong family-driven desires to succeed may coexist with family demands that curtail educational journeys (Punti 2018).…”