Stigma Management and Resistance among High‐Achieving Undocumented Students

Abstract

Based on 32 in‐depth interviews with undocumented students at four‐year colleges and college graduates in Southern California, this study examines the stigma management and resistance practices undocumented students employ in an educational context. Shock, shame, embarrassment, and fear of deportation initially cause them to employ a variety of stigma management methods to keep their status secret while accepting its negative societal evaluation. However, the experience of higher education facilitates the stigma resistance of redefining their identities, labeling the denial of their full participation in society as injustice, engaging in social activism (e.g., demanding passage of the DREAM Act or the Comprehensive Immigration Reform Act), and publicly embracing an undocumented social identity. This study shows how undocumented college students develop academic resilience and motivation through stigma resistance their college experiences help them engage in.

What Happens to a Dream Deferred? Identity Formation and DACA

“…The act of suppressing one's identity for fear of rejection, discrimination, or for any other reason can be emotionally damaging. Consistent with the findings of this study, research studies identify secrecy and shame as central to the development of negative self-concept among undocumented college students (Yasuike, 2019). Participants in this study shared the stigma and shame they felt about being DACA, and the pressure they felt to hide it from their peers in order to be socially accepted.…”

Undocumented Immigrant Status: Implications for Music Education

“…" (pp. 77-78) Although students may be cognizant of their own or family members' citizenship statuses at younger ages, the societal implications are often delayed (Benuto et al, 2018;Gerrard & Vivian, 2022;Gonzales, 2011;Sánchez et al, 2022;Yasuike, 2019).…”

“…Although some high-achieving students may adopt meritocratic ideals-believing that hard work leads to success-systemic barriers can impact undocumented students' educational and life outcomes (Abrego, 2006;Gerrard & Vivian, 2022;Sánchez et al, 2022;Yasuike, 2019). Students may alter their aspirations to pursue different majors or career paths based on citizenship statusrelated issues (Abrego, 2006;Gonzales, 2011;Patler, 2018;Yasuike, 2019). For example, Patler (2018) found that one undocumented student decided to withdraw from teacher education because of anticipated background checks in the teaching profession that required fingerprinting.…”

What Helps Students Get Help?: An Exploratory Analysis of Factors that Shape Undocumented College Students’ Use of Academic Support Services

“…Students may also encounter racist-nativist microaggressions, anti-immigrant sentiment, or explicitly hostile environments (Muñoz & Vigil, 2018;Shelton, 2019;Suárez-Orozco et al, 2015). Such experiences may be stigmatizing and contribute to social-emotional barriers to support seeking (Muñoz, 2016;Pérez Huber, 2010;Yasuike, 2019). Ultimately, exclusionary campus experiences may prevent undocumented students from accessing academic support services.…”