Nearly 5.1 million children younger than age 18 live with at least one undocumented parent, about 7% of the U.S. child population. Between 2010 and 2013, an estimated 300,000 parents of U.S. citizen children were deported. Raising children in the context of deportation risk increases overall parenting stress for undocumented Latino parents. To investigate this and understand the experience of undocumented parenting, the authors interviewed 70 undocumented parents in two Southwest cities from 2012 to 2013. The authors frame their analysis using the lens of the problem of "illegality." There are three domains of stressors associated with parenting in the context of deportation risk: trapped parenting, threat of family separation, and altered family processes. The authors discuss these findings in the context of the

Unaccompanied minors, or “newcomer youths,” come to the United States from Mexico and Central America to escape violence and persecution, and to seek financial and academic opportunities. Many newcomer youths arrive with gaps in their formal education attributed to the immigration process and the heterogeneity of their pre-U.S. lives. Once they are enrolled in the U.S. school system, many educators struggle to accommodate the academic needs of these students. Drawing on the framework of social and cultural capital, this article aimed to expand the current knowledge on the experiences of Latino unaccompanied youths in the U.S. school system. A thematic analysis of semistructured interviews with 30 newcomer students and 10 key informants revealed six themes: socialización con los demás compañeros (getting along with the other students); poca confianza (little trust); no sé lo que decían (I do not know what they were saying); it is a hard landing; education, interrupted; and estoy agradecido (I am grateful). The article offers suggestions for school social workers and educators on how to promote academic success, student resilience, and school connectedness for a vulnerable youth population.

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