The higher educational trajectories of undocumented youth in New York City

Kreisberg, A. Nicole; Hsin, Amy

doi:10.1080/1369183x.2020.1750947

Cited by 18 publications

(14 citation statements)

References 67 publications

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“…The risk and harm associated with legal vulnerability coalesce to compromise undocumented students' academic and well-being outcomes. Undocumented students are less likely to experience academic growth over their college tenure (Kreisberg & Hsin, 2020) and are more likely to "stop out" (Terriquez, 2015). They also report higher rates of anxiety (Suárez-Orozco & López Hernández, 2020) and perceived stress (Enriquez et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Toward a Nuanced and Contextualized Understanding of Undocumented College Students: Lessons from a California Survey

Enriquez

Chavarria

Rodríguez

et al. 2021

Journal of Latinos and Education

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Prior research has established that undocumented immigrant experiences are dynamic, reflecting the complex web of immigration-related policies that create legal vulnerability. As such, undocumented college students' experiences must be situated in their current policy context. Drawing on descriptive analyses of a survey of 1,277 undocumented 4-year college students in California, we examine how undocumented students are faring in a relatively inclusive policy context. Results demonstrate the heterogeneity of undocumented student experiences and unpack the challenges they confront while also demonstrating the ways they thrive. We document how respondents are performing across a variety of academic, well-being, and civic and political engagement outcomes. We also show that undocumented students' perceptions of legal vulnerability are complex and varied, taking into account family-level legal vulnerability and individual protections. Further, students perceive campuses as fairly welcoming spaces, with some differences arising across the two university systems. Ultimately, we argue that undocumented college students' experiences merit more nuanced and contextualized analysis.

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Section: Literature Reviewmentioning

confidence: 99%

Toward a Nuanced and Contextualized Understanding of Undocumented College Students: Lessons from a California Survey

Enriquez

Chavarria

Rodríguez

et al. 2021

Journal of Latinos and Education

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“…Scholars have established that undocumented students struggle to meet their academic potential. For instance, undocumented college students are less likely to demonstrate academic growth than their lawfully-present peers (Kreisberg & Hsin 2020). Behavioral engagement is an important intermediary student outcome as it is positively related to outcomes such as GPA, critical thinking, and retention (Astin, 1984;Kuh et al, 2007).…”

mentioning

confidence: 99%

Legal Vulnerability and Campus Environment: Assessing Factors that Affect the Academic Engagement of Undocumented College Students

Valadez

Ayón

Enriquez

et al. 2021

Journal of Latinos and Education

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Prior research has established that undocumented students experience structural marginalization which compromises their access, retention, and success in higher education. Building on this work, this study turns attention to their academic engagement, an important intermediary outcome. Using survey data collected from 1,277 undocumented undergraduate students attending California 4-year public universities, we examine the extent to which legal vulnerability, campus climate, and resource use are associated with positive and negative academic engagement. Findings reveal the sustained role of campus environment, as positive perceptions of campus climate are associated with positive engagement and negative perceptions with negative engagement. Use of various campus resources tends to be associated with increased positive engagement and decreased negative engagement. Only financial legal vulnerabilities are associated with negative engagement and are not associated with positive engagement. We contend that the campus environment plays an important role in fostering undocumented students' academic engagement.

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“…Accordingly, undocumented students in community colleges tend to outperform their peers with legal status, having higher likelihoods of completing a degree (Conger & Chellman, 2013; Hsin & Reed, 2020). Nevertheless, Kreisberg and Hsin (2020) observed an educational regression in GPA among undocumented college students over time, as they did not experience the same upward achievement trajectories of their peers. The authors interpret this as evidence of persistent structural barriers facing undocumented students, such as lack of access to financial aid, uncertainty about the returns to higher education in the labor market, an ever‐changing political landscape, lack of clear information, financial challenges, and constant fear of deportation (Abrego & Gonzales, 2010; Bjorklund Jr., 2018; Olivas, 2009).…”

Section: Undocumented Community College Studentsmentioning

confidence: 99%

Supporting undocumented community college students

Ngo

Hinojosa

2021

New Drctns Community Coll

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Community colleges are a critical access point to higher education for undocumented students, yet undocumented community college students often report feelings of constrained inclusion due to the limitations created by their citizenship status (Negrón-Gonzales, 2017). In this article, we review existing research on undocumented students in 2-year colleges, discussing the policies and practices that can be implemented to support undocumented community college students. Supportive policies include tuition and aid policy, college promise programs, and dual enrollment. Supportive campus environments can be facilitated through flexible scheduling, clear and accessible information, mental health resources, staff training and professional development, funding dedicated staff positions, and creating undocumented student resource centers.Perpetual political uncertainty and a tumultuous national climate continue to complicate undocumented students' access to and experiences in higher education. As of late May 2021, federal pieces of legislation such as Temporary Protected Status (TPS) and Deferred Action for Childhood Arrivals (DACA), which provide some form of protection from deportation for undocumented students, continue to have uncertain outlooks. At the state level, and depending on the state undocumented students reside in, students may be able to benefit from more accommodating policies such as in-state resident tuition or eligibility for state financial aid (Serna et al., 2017). In other states, students' unauthorized status may preclude them from accessing any financial aid or benefits for college at all (National Conference of State Legislatures, 2019;Olivas, 2009). On campus, undocumented students may encounter unwelcoming campus climates or face barriers in accessing important resources, such as staff or legal support (Nienhusser, 2014;Terriquez, 2015).These challenges and concerns may be particularly acute at the nation's community colleges, which are a critical access point to higher education for undocumented students. For some, community colleges may be the only option to pursue their educational and career aspirations (Murillo, 2017;Pérez, Cortés, Ramos, & Coronado, 2010). For others, community colleges are attractive due to lower costs and the opportunity to stay close to home

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The higher educational trajectories of undocumented youth in New York City

Cited by 18 publications

References 67 publications

Toward a Nuanced and Contextualized Understanding of Undocumented College Students: Lessons from a California Survey

Toward a Nuanced and Contextualized Understanding of Undocumented College Students: Lessons from a California Survey

Legal Vulnerability and Campus Environment: Assessing Factors that Affect the Academic Engagement of Undocumented College Students

Supporting undocumented community college students

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