Navigating the Waves of Social and Political Capriciousness: Inspiring Perspectives From DREAM-Eligible Immigrant Students

Morales, Amanda; Herrera, Socorro; Murry, Kevin

doi:10.1177/1538192708330232

Cited by 37 publications

(32 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Others have shown that ISRT policy can also have an empowering effect on undocumented students to mobilize and become more civically engaged (Morales et al 2009;Pérez Huber and Malagón 2007). While many proponents of restrictive policies often call ISRT policies ''un-American'' by arguing such policies are detrimental to US citizen students, this research helps further debunk this argument by demonstrating that ISRT policies may promote more egalitarian views toward undocumented immigrants among US citizen students.…”

Section: Discussionmentioning

confidence: 99%

Layers of Influence: Exploring Institutional- and State-Level Effects on College Student Views Toward Access to Public Education for Undocumented Immigrants

et al. 2015

View full text Add to dashboard Cite

Providing undocumented immigrants access to public education remains a pertinent issue facing both institutions of higher education and state governments. While instate resident tuition (ISRT) has remained a contentious policy, little is known about how such policies, as well as other state contexts, influence college students' attitudes toward unauthorized immigrant students' educational access. Using three-level multilevel models, we sought to understand how political, economic, and demographic contexts at the institutional and state level affect the development of US citizen students' views toward undocumented immigrants' access to public education during their undergraduate years. After controlling for student-level effects, findings show that institutional variables such as selectivity, control, and percentage of low-income students enrolled contribute to students' attitude development. At the state level, findings show that students who attend institutions within states that have ISRT policies have more positive views towards undocumented immigrants' access to public education at the end of college. This research highlights the critical need for higher education researchers, institutional leaders, and policy makers to better understand how institutional and state contexts shape students' understanding of larger sociopolitical issues.

show abstract

Section: Discussionmentioning

confidence: 99%

Layers of Influence: Exploring Institutional- and State-Level Effects on College Student Views Toward Access to Public Education for Undocumented Immigrants

et al. 2015

View full text Add to dashboard Cite

show abstract

“…Coronado, 2010; Pérez Huber & Malagón, 2007) as well as characteristics of resiliency and hope (Morales, Herrera, & Murry, 2011;Pérez, Espinoza, Ramos, Coronado, & Cortés, 2010). These studies make a critical contribution to understanding the experiences of undocumented Latina/o students who have achieved college entry despite the institutional and federal barriers they face.…”

mentioning

confidence: 97%

¿Y ahora qué? Anticipated immigration status barriers and Latina/o high school students’ future expectations.

McWhirter¹,

Ramos²,

Medina³

2013

Cultural Diversity & Ethnic Minority Psychology

View full text Add to dashboard Cite

Latina/o high school students without documentation face a challenging situation when they graduate from high school, with pathways to work and postsecondary education stymied by their immigration status. We examined the effects of anticipated barriers associated with immigration status, age, and sex on the dependent variables of vocational outcome expectations, anticipated external and internal barriers, and postsecondary schooling plans in a sample of 475 Latina/o high school students. Findings include that students anticipating immigration status problems had lower vocational outcome expectations and anticipated more external barriers to pursuing their postsecondary plans. Latina girls and older high school students anticipating immigration status problems were more likely to plan to attend 2-year rather than 4-year colleges, and less likely to plan on postsecondary education, respectively. Implications for practice, policy, and research are discussed.

show abstract

“…There is a large body of research on traditionally underrepresented students' access to and attainment in college. However, in this set of literature, sociologists tend to focus on categories other than linguistic background, such as race or ethnicity (Deil‐Amen & Turley, ; Kao & Thompson, ), Latinos (Arbona & Nora, ; Callahan, ; Swail, Cabrera, Lee, & Williams, ), socioeconomic status (Bowen, Kurzwell, & Tobin, ; McDonough, ; Walpole, ), first‐generation college students (Nuñez & Cuccaro‐Alamin, ; Pascarella, Pierson, Wolniak, & Terenzini, ), and undocumented immigrants (Morales, Herrerra, & Murry, ). Although ELLs may be subsumed under one or more of these categories, they are rarely studied in their own right.…”

mentioning

confidence: 99%

English Language Learners' Access to and Attainment in Postsecondary Education

2012

View full text Add to dashboard Cite

Although English language learners (ELLs) are currently the fastestgrowing group among the school-age population in the United States, there is surprisingly little information on their participation in postsecondary education. Using the National Education Longitudinal Study of 1988 (NELS:88), a nationally representative sample of eighth graders who were followed for 12 years, we present one of the first national-level examinations of ELLs' access to and degree of attainment in postsecondary education. Our analyses show that ELLs lag far behind both English-proficient linguistic minority students and monolingual English-speaking students in college access and attainment. Only one in eight ELLs in the NELS:88 study earned a bachelor's degree, whereas one in four English-proficient linguistic minority students and one in three monolingual English speakers did. In addition, one in five ELLs was a high school dropout. Subsequent probit regressions reveal that a host of nonlinguistic factors, rather than the ELLs' linguistic background per se, contributed to ELLs' limited postsecondary education access and attainment.

show abstract

Navigating the Waves of Social and Political Capriciousness: Inspiring Perspectives From DREAM-Eligible Immigrant Students

Cited by 37 publications

References 13 publications

Layers of Influence: Exploring Institutional- and State-Level Effects on College Student Views Toward Access to Public Education for Undocumented Immigrants

Layers of Influence: Exploring Institutional- and State-Level Effects on College Student Views Toward Access to Public Education for Undocumented Immigrants

¿Y ahora qué? Anticipated immigration status barriers and Latina/o high school students’ future expectations.

English Language Learners' Access to and Attainment in Postsecondary Education

Contact Info

Product

Resources

About