Academic and Career Development of Undocumented College Students: The American Dream?

Abstract

Little is known about the academic and career decision-making process for college students with undocumented status. This study used a multiple case study approach to explore how academic and work-related decisions were made for 2 college students with undocumented citizenship status. Participants responded to a series of questions about their academic and career development. Data collected from these interviews were analyzed by a research team. After cross-case analysis, 6 themes emerged: (a) barriers; (b) emotional impact; (c) resiliency, supports, and coping; (d) discrimination; (e) familial and cultural influences; and (f) academic, work, and career factors. Findings suggest that counseling professionals should attend to systemic, academic, and work-related barriers that directly affect the educational and career decisions of students with undocumented citizenship status. Future research could expand on the present study by further exploring systemic and contextual factors that influence how undocumented students make academic and career choices using varied qualitative and quantitative methodologies.

A Resilience Intervention to Increase Academic Persistence Among Undocumented Students in Higher Education

“…Thus, we will use the term “undocumented student” rather than “DACA student” throughout this article. Undocumented students face practical obstacles, such as difficulties acquiring driver’s licenses in most states and difficulties securing apartment leases (Abrego & Gonzales, 2010; Cervantes, Minero, & Brito, 2015; Jacobo & Ochoa, 2011; Kantamneni et al, 2016; W. Perez, Espinoza, Ramos, Coronado, & Cortes, 2009).…”

“…Perez, Espinoza, Ramos, Coronado, & Cortes, 2009). In addition, they are not eligible for most forms of government-sponsored financial aid and have difficulty obtaining employment, finding scholarships, and obtaining credit (Cervantes et al, 2015; Contreras, 2009; Jacobo & Ochoa, 2011; Kantamneni et al, 2016; Muñoz, 2013; W. Perez et al, 2009; Suárez-Orozco et al, 2015).…”

“…Perez et al, 2009; Suárez-Orozco et al, 2015). In addition, undocumented students often encounter discrimination and hostility on campus (Kantamneni et al, 2016). For instance, they may hear stereotypes from others on campus that attribute criminality and a lack of intelligence based on their undocumented status (Kantamneni et al, 2016).…”

“…In addition, undocumented students often encounter discrimination and hostility on campus (Kantamneni et al, 2016). For instance, they may hear stereotypes from others on campus that attribute criminality and a lack of intelligence based on their undocumented status (Kantamneni et al, 2016). These unique stressors are in addition to, or interact with, the numerous stressors that all college students experience as well as the stressors and stigma related to being from an ethnic minority background.…”

“…A study of more than 900 undocumented students revealed that both peer support and institutional support, including empathy from institutional staff, were important assets (Suárez-Orozco et al, 2015). Qualitative studies of undocumented students and undocumented college graduates have found that success and persistence in college is closely tied to receiving support from teachers and administrators (Cervantes et al, 2015; Contreras, 2009; Enriquez, 2011; Kantamneni et al, 2016) as well as from friends and family (Enriquez, 2011; W. Perez et al, 2009).…”