The Educational Trajectories of Latinx Undocumented Students: Illegality and Threats to Emotional Well-Being

Abstract

For undocumented students, the high school–to–college pipeline is filled with social, economic, and psychological stressors. Yet very little is known about the impact of legal status on the experiences of undocumented Latinx college students living in states without tuition equity policies. Using qualitative data from 37 interviews exploring undocumented college students’ educational trajectories in Massachusetts and North Carolina, the authors examine the impact of legal status on the emotional well-being of undocumented Latinx students, including those who benefited from Deferred Action for Childhood Arrivals. The findings show that even when undocumented students gain access to higher education, barriers to legal status generate chronic feelings of despair and hopelessness that persist throughout their educational trajectories. Additionally, the authors find that academic motivation and persistence do not always equate with emotional resilience. The authors propose strategies to help facilitate emotional well-being for undocumented students.

From undeserving to deserving: Undocumented students’ resistance to being shut out in the transition to college

“…Despite the critical insights provided by research on undocumented students’ educational and social trajectories, most scholarship highlights traditional immigrant locations with large Latina/o/x immigrant populations, especially California (Bazo Vienrich & Torres Stone, 2022; Roth, 2017). As a result, our understanding of the factors influencing the low percentages of undocumented students who can move on to college, especially in locations with low levels of resources for this group, is limited.…”

“…Both transitions occur across “uneven legal geographies” where access to beneficial resources can vary significantly by state (Gonzales & Burciaga, 2018). Despite existing studies calling attention to how the social and political contexts confronting undocumented students varies by location, most research takes place in traditional immigrant locations with large Latina/o/x immigrant populations, especially California (Bazo Vienrich & Torres Stone, 2022; Roth, 2017). Such a tendency potentially limits our empirical and theoretical comprehension of undocumented students’ experiences.…”