"We Are Legit Now": Establishing Undocumented Student Resource Centers on Campus

Cisneros, Jesús; Valdivia, Diana

doi:10.1353/csd.2020.0003

Cited by 39 publications

(53 citation statements)

References 32 publications

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“…Inclusive state and local governmental policies can also contribute to reducing concerns about the possibility of facing deportation (Enriquez & Millán, 2021). Finally, at the institutional level, universities have established undocumented student services to advance inclusion through targeted programs that provide academic, socialemotional, and financial support (Cisneros & Valdivia, 2020;Sanchez & So, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, shifting immigration policies have diversified undocumented students' experiences based on their local, state, and institutional context (Cebulko & Silver, 2016;Enriquez et al, 2019;Golash-Boza & Valdez, 2018). State tuition-equity and financial aid policies have improved access by lowering structural and financial barriers (Flores, 2010;Raza et al, 2019), and an increasing number of institutions are implementing services and institutional policies to meet undocumented students' unique needs (Cisneros & Valdivia, 2020).…”

mentioning

confidence: 99%

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Toward a Nuanced and Contextualized Understanding of Undocumented College Students: Lessons from a California Survey

Enriquez

Chavarria

Rodríguez

et al. 2021

Journal of Latinos and Education

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Prior research has established that undocumented immigrant experiences are dynamic, reflecting the complex web of immigration-related policies that create legal vulnerability. As such, undocumented college students' experiences must be situated in their current policy context. Drawing on descriptive analyses of a survey of 1,277 undocumented 4-year college students in California, we examine how undocumented students are faring in a relatively inclusive policy context. Results demonstrate the heterogeneity of undocumented student experiences and unpack the challenges they confront while also demonstrating the ways they thrive. We document how respondents are performing across a variety of academic, well-being, and civic and political engagement outcomes. We also show that undocumented students' perceptions of legal vulnerability are complex and varied, taking into account family-level legal vulnerability and individual protections. Further, students perceive campuses as fairly welcoming spaces, with some differences arising across the two university systems. Ultimately, we argue that undocumented college students' experiences merit more nuanced and contextualized analysis.

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Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

Toward a Nuanced and Contextualized Understanding of Undocumented College Students: Lessons from a California Survey

Enriquez

Chavarria

Rodríguez

et al. 2021

Journal of Latinos and Education

View full text Add to dashboard Cite

show abstract

“…It is important to recognize that state and institutional policies create a uniquely inclusive context for our study. Not only do financial aid policies facilitate access to higher education for undocumented students regardless of if they have DACA, but campuses often provide undocumented student services, including professional development opportunities, to address their unique needs, regardless of employment authorization (Cisneros & Valdivia, 2020). The state also permits undocumented immigrants to obtain professional licenses, paving the way to previously blocked careers.…”

Section: Discussionmentioning

confidence: 99%

Life after College: Liminal Legality and Political Threats as Barriers to Undocumented Students’ Career Preparation Pursuits

Hernandez

Enriquez

2021

Journal of Latinos and Education

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Prior research has established that undocumented immigration status disrupts students' transition into life after college, but limited research has examined their preparatory experiences in college. Drawing on interviews with 154 undocumented college students and 32 alumni, we examine how immigration status impacts undocumented students' career planning and preparation. We find that professional development opportunities and college social networks facilitate successful career transitions for both those who received DACA and those who did not. Although DACA facilitates access to a wider variety of professional development opportunities in college, a lack of permanent legal status continues to pose barriers. Yet, both those with and without DACA identify persistent feelings of uncertainty that constrain their career planning, particularly in the face of ongoing political threats to the DACA program. In all, we contend that DACA has supported the post-college transitions of undocumented young adults, but its effects are substantially constrained because it is an increasingly compromised form of liminal legality. We assert that experiences of liminal legality are shifting due to the increasingly temporary and threatened nature of contemporary immigration policy making.

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“…Finally, the campus environment may also moderate experiences of the pandemic as they provide material and social support, including academic support services, mental and physical health care, financial aid, and basic needs support. In California, universities have responded to student mobilization by developing undocumented student services and resource centers to address students' unique legal vulnerabilities (Cisneros & Valdivia, 2020). They provide a myriad of services, from book lending programs and food pantries to academic advising and internship opportunities as well as mental health counseling and legal services (Cisneros & Rivarola, 2020).…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

COVID on Campus: Assessing the Impact of the Pandemic on Undocumented College Students

et al. 2021

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This article examines the initial impact of the COVID-19 pandemic on undocumented college students. Deploying an ecological framework, we situate students’ experiences within their families, communities, and educational institutions. We draw on qualitative and quantitative survey responses from 1,067 undocumented students attending California 4-year universities. Qualitative findings show that immigration status exacerbated the negative economic effects of the pandemic, leading to severe financial strains that had cascading negative effects on undocumented students’ academics and health. Regression analyses confirm the strong association between students’ preexisting economic insecurity and negative effects of the pandemic. Legal vulnerability and family strains moderated this relationship, but campus environment had little effect.

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"We Are Legit Now": Establishing Undocumented Student Resource Centers on Campus

Cited by 39 publications

References 32 publications

Toward a Nuanced and Contextualized Understanding of Undocumented College Students: Lessons from a California Survey

Toward a Nuanced and Contextualized Understanding of Undocumented College Students: Lessons from a California Survey

Life after College: Liminal Legality and Political Threats as Barriers to Undocumented Students’ Career Preparation Pursuits

COVID on Campus: Assessing the Impact of the Pandemic on Undocumented College Students

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