In this study, we explored how science teacher candidates construct ideas about science teaching and learning in the context of partnerships with urban community-based organizations. We used a case study design focusing on a group of 10 preservice teachers' participation in educational programming that focused on environmental racism and connected science to larger social issues in an economically dispossessed Mexican community in Chicago. Using
This study examined civic engagement in a sample of 790 undocumented Latinx undergraduates (aged 18-30). The relations between social supports (campus safe spaces and peer support) and civic engagement and whether a strong sense of undocumented identity mediated this relation were examined. Competing statistical models examined the role of participants' status (whether or not they received temporary protection from deportation with Deferred Action for Childhood Arrivals [DACA]) in this mediational process. Results revealed that having a strong identification with being undocumented mediated the role of social supports on civic engagement in the overall sample, and that this process was specifically important for those with DACA status. The intersection of policies such as DACA and the lived experiences of Latinx undocumented college students are discussed.
Undocumented college students are often simultaneously navigating multiple social, financial, educational, and legal barriers. The ways in which they navigate their educational journeys are inherently implicated in how they manage the disclosure of their legal status, but few investigations to date have explicitly examined undocumented students' disclosure pathways (Muñoz, 2015). This study aims to fill this gap by examining how undocumented college students negotiate the constant decision-making process to share their undocumented status. The research questions were explored utilizing a thematic analysis of 18 in-depth interviews from undocumented students attending a California public university. Our findings demonstrated that the disclosure processes of undocumented students depended on the ways in which they actively negotiated contextual factors, social relationships, and potential risks. Undocumented students in this study shared their status with institutional agents to access resources and with peers in supportive spaces. They also shared their status to educate others about what it means to be undocumented as an act of resistance. Conversely, when choosing not to share their status, undocumented students reported approaching situations with caution and navigating potential responses to disclosure. Understanding the contexts in which undocumented students choose to share or conceal their status has critical implications with respect to institutional and campus-wide policies and practices needed to better support the unique needs of undocumented college students.
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