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Author: Patricia C. Herdoiza
Publisher:
ISBN: 9781267728296
Category : Academic achievement
Languages : en
Pages : 59
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Book Description
The relationship between undocumented immigrant status (immigrants residing in the United States without legal authorization) and educational outcomes, particularly perceived academic performance and future aspirations, among Latino high school students is investigated. Undocumented status in this study involves the status of students, parents, or significant others. Latino students were recruited from four high schools and a community center. Through semi-structured interviews, participants answered questions about family history, household composition (family structure), school, and future aspirations, among other topics. It is hypothesized that undocumented status will have profound effects on educational outcomes. Results show there is not necessarily a difference in educational outcomes as measured by this study between students with undocumented status or context and those with documented context. However, results suggest differences in future aspirations as well as how students with undocumented status or context versus those without such context experience parental school investments, school motivation, discrimination, deportation fears/fear of ICE (Immigration Customs Enforcement), and disillusionment. Implications for theory, research, and practice are discussed.
Author: Patricia C. Herdoiza
Publisher:
ISBN: 9781267728296
Category : Academic achievement
Languages : en
Pages : 59
Get Book Here
Book Description
The relationship between undocumented immigrant status (immigrants residing in the United States without legal authorization) and educational outcomes, particularly perceived academic performance and future aspirations, among Latino high school students is investigated. Undocumented status in this study involves the status of students, parents, or significant others. Latino students were recruited from four high schools and a community center. Through semi-structured interviews, participants answered questions about family history, household composition (family structure), school, and future aspirations, among other topics. It is hypothesized that undocumented status will have profound effects on educational outcomes. Results show there is not necessarily a difference in educational outcomes as measured by this study between students with undocumented status or context and those with documented context. However, results suggest differences in future aspirations as well as how students with undocumented status or context versus those without such context experience parental school investments, school motivation, discrimination, deportation fears/fear of ICE (Immigration Customs Enforcement), and disillusionment. Implications for theory, research, and practice are discussed.
Author:
Publisher:
ISBN:
Category : Children of illegal aliens
Languages : en
Pages : 125
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Book Description
The issue of undocumented immigration has recently taken center-stage in the media and national politics in the United States. A large population of undocumented youth grows up with legal access to public education through high school, following the Supreme Court decision of Plyler vs. Doe, but faces legal and economic barriers to post-secondary education. Following high school, undocumented Hispanic/Latino youth legal protections end, greatly limiting chances for upward mobility through traditional post-secondary education pipelines. In some cases, knowledge of future barriers to post-secondary education leads to a decline in educational motivation. The current political atmosphere makes this study a bit of a moving target as the Obama administration recently passed a reprieve. This reprieve, known as Deferred Action for Childhood Arrivals Process (DACA) does not confer any legal status or open any future path to citizenship. It does, however, grant eligible applicants a work permit, and the opportunity to travel, work, and attend school with a sense of security. The purpose of this thesis is to better understand the perceptions and understandings of undocumented Hispanic/Latino youth and their pursuits of higher education in. It is primarily concerned with the educational issues and opportunities facing these students. This research explores the impact of Hispanic/Latino students' perceptions of legal status barriers on their educational attainment experiences. The different opportunities and obstacles present in access to post-secondary education for undocumented Hispanic/Latino students residing in the United States are examined. This study focuses on the time period just after high school graduation, a critical stage in these students' lives, when undocumented status is particularly consequential. Knowledge about students' perception of their educational progress sheds light on their educational attainment experiences; it illuminates important factors associated with their individual educational experiences. Interactions with teachers, school authorities, their parents, siblings, peers, and other authority figures could be described in connecting personal interpretations and emotional responses to specific events in their lives that they feel helped or hindered their educational progress. Knowing how undocumented Hispanic/Latino youth identify and understand the factors that facilitate or impede their navigation of post-secondary education, will further inform educators and researchers alike. This study offers the possibility of identifying additional factors for educators, researchers, and our communities that hinder or facilitate the educational navigation and success of undocumented students. This type of research is significant as this marginalized population lives and works within the American society; the successes and struggles of these students impacts the United States as a whole. Moreover, these students possess amazing potential; we need to better understand and serve this population in order to both improve their life experiences, and to benefit from their input and abilities.
Author: Eunyoung Kim
Publisher: John Wiley & Sons
ISBN: 1118672941
Category : Education
Languages : en
Pages : 172
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Book Description
Immigrant populations, growing quickly in both size and diversity, have become an important segment of the U.S. college student population, one that will profoundly transform the educational landscape and workforce in coming decades. Nevertheless, immigrant students in higher education are often inaccurately characterized and largely misunderstood. In response to this alarming disconnect, this monograph reviews and synthesizes the existing body of literature on immigrant students, with special attention placed on transitions to college and collegiate experiences. The authors lay a foundation for future research and draw out implications for policies and practices that will better serve the educational needs of this growing population. This is the 6th issue of the 38th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: William Perez
Publisher: Teachers College Press
ISBN: 0807771716
Category : Education
Languages : en
Pages : 375
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Book Description
Americans by Heart examines the plight of undocumented Latino students as they navigate the educational and legal tightrope presented by their immigration status. Many of these students are accepted to attend some of our best colleges and universities but cannot afford the tuition to do so because they are not eligible for financial aid or employment. For the few that defy the odds and manage to graduate, their status continues to present insurmountable barriers to employment. This timely and compelling account brings to light the hard work and perseverance of these students and their families; their commitment to education and civic participation; and their deep sense of uncertainty and marginality. Offering a rich in-depth analysis, the author presents a new framework for educational policies that recognizes the merit and potential of undocumented Latino students and links their situation to larger social and policy issues of immigration reform and higher education access.
Author: Maria Pabon Lopez
Publisher: Routledge
ISBN: 1135229686
Category : Education
Languages : en
Pages : 420
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Book Description
The children of undocumented migrants in the U.S. are trapped at the intersection of two systems in crisis: the public education system and the immigration law system. Based on a long tradition of scholarship in Latino education and on newer critical race theory ideas, Persistent Inequality answers burning questions about how educational policy has to rise to meet the unique challenges of undocumented students’ lives as well as those which face nearly all Latinos in the U.S. educational system. How solid is the Supreme Court precedent, Plyler v. Doe, that allows undocumented children the opportunity to attend public school K-12 free of charge? What would happen if the Supreme Court overruled it? What is the DREAM Act and how would this proposed federal law affect the lives of undocumented students? How have immigration raids affected public school children and school administrators? To shed some light on these vital questions, the authors provide a critical analysis of the various legal and policy aspects of the U.S. educational system, asserting that both the legal and educational systems in this country need to address the living and working conditions of undocumented Latino students and remove the obstacles to educational achievement which these students struggle with daily.
Author: Daniel Corral (Ph.D.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 141
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Book Description
This three-study dissertation investigated how socioeconomic factors and policies are associated with educational outcomes for undocumented youth and, in one of the papers, to what extent education and employment outcomes intersect. Guided by the specific questions of each study, the three papers take different theoretical and methodological approaches to examine the larger topic of college-going for undocumented students. In paper 1, I tested an ecological model of college enrollment as applied to Hispanic undocumented students. I examined to what extent several individual and larger structural characteristics are associated with college attendance. I used data from multiple governmental sources to create a unique dataset and analyze those data using a multilevel linear probability model. I found race, sex, years in the U.S., parental education, and commuting zone demographics as significant predictors of college enrollment, net of other independent variables in my model. By testing this model, I provided an alternative framework to understand college enrollment among undocumented students. These findings also identified specific gaps and opportunities for policies and interventions to increase college access. Paper 2 evaluated the effect Deferred Action for Childhood Arrivals (DACA), an Executive Memorandum issued by former President Obama that extends temporary relief from deportation and work authorization to a select group of undocumented youth, has on college enrollment and working while enrolled. I compared these outcomes between DACA eligible undocumented students and two comparison groups: naturalized immigrants and native-born Hispanics. I leveraged data from the American Community Survey and a difference-in-differences research design. I found DACA increased the probability of enrolling in college by 5.6 percentage points, on average. DACA did not affect the probability of being employed while enrolled in college, but eligible individuals were more likely to work two hours, on average, more per week. Heterogeneous analyses reveal the effectiveness of the policy depends on the construction of a theoretically grounded comparison group. The findings from this study can contribute to research and policy debates about comprehensive immigration reform. Paper 3 investigated the association between sanctuary policies and the high school completion and college enrollment of Hispanic undocumented youth. Sanctuary policies, which city, county, and/or state governments implement, prohibit local political leaders and police officials from cooperating with federal immigration enforcement officers regarding the questioning and detention of undocumented immigrants. This study used data from the American Community Survey and applied an event study design. On average, my model detected no effect on both high school completion and college enrollment. These findings suggest that although these policies may help counteract immigration enforcement, they may not reduce uncertainty enough to have a significant impact on educational outcomes. Collectively, this dissertation highlighted the associations between several socioeconomic factors and policies to better understand college access for undocumented students. It showed that undocumented students confront barriers and have unequal access to higher education, but in some instances, policies can mitigate those inequalities. These analyses also pushed past the notion that undocumented status continues to be an overarching master status and begins to identify what specifically helps or hinders access to college for this population.
Author: Pedro R. Portes
Publisher: Routledge
ISBN: 1317751701
Category : Education
Languages : en
Pages : 253
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Book Description
With the American dream progressively elusive for and exclusive of Latinos, there is an urgent need for empirically and conceptually based macro-level policy solutions for Latino education. Going beyond just exposing educational inequalities, this volume provides intelligent and pragmatic research-based policy directions and tools for change for U.S. Latino Education and other multicultural contexts. U.S. Latinos and Education Policy is organized round three themes: education as both product and process of social and historical events and practices; the experiences of young immigrants in schools in both U.S. and international settings and policy approaches to address their needs; and situated perspectives on learning among immigrant students across school, home, and community. With contributions from leading scholars, including Luis Moll, Eugene E. Garcia, Richard P. Durán, Sonia Nieto , Angela Valenzuela, Alejandro Portes and Barbara Flores, this volume enhances existing discussions by showcasing how researchers working both within and in collaboration with Latino communities have employed multiple analytic frameworks; illustrating how current scholarship and culturally oriented theory can serve equity-oriented practice; and, focusing attention on ethnicity in context and in relation to the interaction of developmental and cultural factors. The theoretical and methodological perspectives integrate praxis research from multiple disciplines and apply this research directly to policy.
Author: Harriett D. Romo
Publisher:
ISBN:
Category : Assimilation (Sociology)
Languages : en
Pages : 1132
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Book Description
Author: Susan J. Paik
Publisher: IAP
ISBN: 1648020127
Category : Education
Languages : en
Pages : 295
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Book Description
High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement. Praise for High-Achieving Latino Students "This book focuses on an important issue about which we know little. There are many lessons here for both scholars and educators who believe that Latino students can succeed. I congratulate the authors for taking on this timely and significant topic." ~ Guadalupe Valdés, Ph.D., Bonnie Katz Tenenbaum Professor in Education, Stanford University. Author of Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools "This is a must-read book for leaders in institutions of both K-12 and higher education who want to better understand success factors of Latino students in the US. Using a strength-based framework to understand and support Latino achievement is a new paradigm that must be considered by all." ~ Loui Olivas, Ed.D., President, American Association of Hispanics in Higher Education "In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here." ~ Carl A. Cohn, Ed.D., Former Executive Director, California Collaborative for Educational Excellence, CA State Board of Education member, and Superintendent "There may not be a silver bullet for solving the so-called problem of Latino underachievement, but well-conceived solutions do exist. This powerful book offers strength- and asset-based frameworks that demonstrate Latino achievement is possible. Read this text to not only get informed, but to also get nurtured and inspired!" ~ Angela Valenzuela, Ph.D., Professor in Education, University of Texas at Austin. Author of Subtractive Schooling: US-Mexican Youth and the Politics of Caring
Author: Leah Schmalzbauer
Publisher: Russell Sage Foundation
ISBN: 1610449215
Category : Social Science
Languages : en
Pages : 244
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Book Description
Over the past twenty years, elite colleges and universities enacted policies that reshaped the racial and class composition of their campuses, and over the past decade, Latinos’ college attendance notably increased. While discussions on educational mobility often focus on its perceived benefits – that it will ultimately lead to social and economic mobility – less attention is paid to the process of “making it” and the challenges low-income youth experience when navigating these elite spaces. In Meanings of Mobility, sociologist Leah C. Schmalzbauer explores the experiences of low-income Latino youth attending highly selective, elite colleges. To better understand these experiences, Schmalzbauer draws on interviews with 60 low-income Latino youth who graduated or were set to graduate from Amherst College, one of the most selective private colleges in the United States. The vast majority of these students were the first in their immigrant families to go to college in the U.S. She finds that while most of the students believed attending Amherst provided them with previously unimaginable opportunities, adjusting to life on campus came with significant challenges. Many of the students Schmalzbauer spoke with had difficulties adapting to the cultural norms at Amherst as well as with relating to their non-Latino, non-low-income peers. The challenges these students faced were not limited to life on campus. As they attempted to adapt to Amherst, many felt distanced from the family and friends they left behind who could not understand the new challenges they faced. The students credit their elite education for access to extraordinary educational and employment opportunities. However, their experiences while in college and afterward reveal that the relationship between educational and social mobility is much more complicated and less secure than popular conversations about the “American Dream” suggest. Many students found that their educational attainment was not enough to erase the core challenges of growing up in a marginalized immigrant family: many were still poor, faced racism, and those who were undocumented or had undocumented family members still feared deportation. Schmalzbeauer suggests ways elite colleges can better support low-income Latino students and lower the emotional price of educational mobility, including the creation of immigration offices on campus to provide programming and support for undocumented students and their families. She recommends educating staff to better understand the centrality of family for these students and the challenges they face, as well as educating more privileged students about inequality and the life experiences of their marginalized peers. Meanings of Mobility provides compelling insights into the difficulties faced by low-income Latinos pursuing educational and social mobility in America’s elite institutions.
