“We'll Get through this Together”: Collective Contribution in the Lives of Latino Undocumented Undergraduates

Abstract

Background Undocumented undergraduates are a growing population in the United States. Despite being shut out from many resources, such as access to federal financial aid and social services, many are thriving by contributing to their families and communities. Few studies to date have taken a strengths-based approach to understand the lives of undocumented young adults or examined their normative developmental experiences. Purpose The purpose of this study was to examine how contribution manifests in the lives of Latino undocumented undergraduates and the extent to which they are engaged in and contribute to their families and communities. Research Design This study employed a convergent mixed-methods design in which parallel quantitative and quantitative data were collected and analyzed separately. Through mixed methods, this article examines the family and community responsibilities of a sample of N = 797 Latino undocumented undergraduate student survey respondents, along with three portraits of qualitative visual and verbal narratives. Results Results highlight the value of “collective contribution” in Latino undocumented immigrant families. Through quantitative methods, results reveal that the majority of Latino undocumented undergraduates are contributing to their families and communities in significant ways. Qualitative findings reveal ways in which cultural values manifest as the reciprocal contribution between individuals and their families and communities. Further, results reveal the varied ways that Latino undocumented undergraduates engage with their families and communities, exhibiting the characteristics of ideal citizens, despite being denied a pathway to citizenship. Conclusions The results suggest that Latino undocumented college students are thriving and contributing to the society that gives them conflicting messages about how to belong. Yet, they enter postsecondary institutions and continue to remain engaged in their families and communities. Their engagement has important implications for what type of society we will become and for the need to build on these social resources to make our democracy and community stronger, recognizing immigrants as a resource to strengthen the social fabric of our society.

Important theoretical and methodological turning points for understanding contribution with undocumented undergraduates.

“…These conversations revealed contribution as an intergenerational transferal of selflessness between our student researchers’ parents and themselves, what we refer to as collective contribution (Katsiaficas, 2015). The reciprocal nature of contribution to family and community that is passed down as a family value was key to understanding this concept for this population and we wanted to explore this further as we moved toward data collection.…”

“…Often contribution takes the form of social responsibilities in immigrant youths’ lives (Katsiaficas, 2015). Social responsibilities refer to a sense of responsibility and duty that extends beyond the self to family members, peers, community or beyond (Wray-Lake & Syvertsen, 2011).…”

“…Young people often describe contributing to their families and communities in important ways, while also receiving support and contributions from members of their families and communities. In these ways social responsibilities represent bidirectional contributions of family and community members (Katsiaficas, 2015).…”

“…As youths in immigrant families transition to college, there are significant increases in levels of family responsibilities (Fuligni & Pedersen, 2002) and civic engagement (Flanagan & Levine, 2010; Suárez-Orozco, Hernández, & Casanova, 2015) during this developmental period. Furthermore, these social responsibilities are central to the ways in which immigrant-origin community college students define adulthood (Katsiaficas, 2015; Katsiaficas, Suárez-Orozco, & Dias, 2015). Therefore, examining the role of contribution during the college-going years is of the utmost importance for immigrant youths and those with undocumented status in particular.…”

“…Immigrant sons and daughters contribute to their families in many ways—by contributing to family expenses at home and abroad, caring for siblings and extended family members, translating for family members and helping them navigate institutions among other tasks (Fuligni & Pedersen, 2002; Katsiaficas, 2015; Orellana, 2009; Rumbaut & Komaie, 2010). In addition, immigrant parents also support and contribute to their children in various ways.…”