In this article, Carola Suárez-Orozco and colleagues investigate how to improve undocumented undergraduate student experiences across a variety of US campuses. The authors draw on a national survey of diverse undocumented undergraduates attending two- and four-year public and private institutions of higher education. Using an ecological framework that accounts for risk and resilience, Suárez-Orozco and colleagues provide insights into the challenges undocumented undergraduates face and the assets they bring as they navigate their educational contexts. The authors also consider the role of campuses in shaping these experiences and make recommendations, based on quantitative data and the perspectives of students, for creating undocufriendly campuses.
Emerging adulthood is an important period for self-development, and youth use online contexts for self-exploration and selfpresentation. Using a multiple self-presentation framework, the present study examined emerging adults' presentation of their real self, ideal self, and false self on Facebook, and the relation between their identity state, psychosocial well-being, and online selfpresentation. Participants (N ¼ 261; 66 males, 195 females M age % 22) completed self-report measures of identity state, well-being, and self-presentation on Facebook. Respondents reported presenting their real self more than their ideal self and false self on Facebook. A path analysis suggested that emerging adults who reported having more coherent identity states also reported presenting their real self on Facebook to a greater extent. However, those with a less coherent sense of the self and lower self-esteem reported presenting their false self on Facebook to a greater extent. Implications for methodology and future directions are discussed.
Considerable research on computer-mediated communication has examined online communication between strangers, but little is known about the emotional experience of connectedness between friends in digital environments. However, adolescents and emerging adults use digital communication primarily to communicate with existing friends rather than to make new connections. We compared feelings of emotional connectedness as they occurred in person and through digital communication among pairs of close friends in emerging adulthood. Fifty-eight young women, recruited in pairs of close friends, engaged in four conversations each: in-person, video chat, audio chat, and instant messaging (IM). Bonding in each condition was measured through both self-report and affiliation cues (i.e., nonverbal behaviors associated with the emotional experience of bonding). Participants reported feeling connected in all conditions. However, bonding, as measured by both self-report and affiliation cues, differed significantly across conditions, with the greatest bonding during in-person interaction, followed by video chat, audio chat, and IM in that order. Compared with other participants, those who used video chat more frequently reported greater bonding with friends through video chat in our study. Compared with other participants, those who spoke on the phone more frequently with their participating friend reported greater bonding during audio chat. Use of textual affiliation cues like emoticons, typed laughter, and excessive letter capitalization during IM related to increased bonding experience during IM. Nonetheless, a significantly lower level of bonding was experienced in IM compared with in-person communication. Because adolescent and emerging adults’ digital communication is primarily text-based, this finding has significant real-world implications.
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