"I Just Can't Stand Being Like This Anymore": Dilemmas, Stressors, and Motivators for Undocumented Mexican Women in Higher Education

Autor/in	Muñoz, Susana M.
Titel	"I Just Can't Stand Being Like This Anymore": Dilemmas, Stressors, and Motivators for Undocumented Mexican Women in Higher Education
Quelle	In: Journal of Student Affairs Research and Practice, 50 (2013) 3, S.233-249 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6591
DOI	10.1515/jsarp-2013-0018
Schlagwörter	Higher Education; Stress Variables; Womens Education; Motivation; Undocumented Immigrants; Mexicans; Community Colleges; College Students; Feminism; Epistemology; Interviews; Student Experience; Phenomenology; Financial Problems; Opportunities; Coping; Educational Benefits; Legal Problems; Anxiety; Educational Resources; Educational Environment; Academic Persistence; Prior Learning; Cultural Influences; Family Influence; Immigration; Public Policy; Case Studies; Focus Groups; Student Attitudes + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; 'Women''s education'; Frauenbildung; psychologische; Motivation (psychologisch); Illegaler Aufenthalt; Mexikaner; Community college; Community College; Collegestudent; Feminismus; Erkenntnistheorie; Interviewing; Interviewtechnik; Studienerfahrung; Phenomenological psychology; Phänomenologie; Psychologie; Möglichkeit; Bewältigung; Bildungsertrag; Angst; Bildungsmittel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Vorkenntnisse; Cultural influence; Kultureinfluss; Öffentliche Ordnung; Case study; Fallstudie; Case Study; Schülerverhalten
Abstract	This study examines the stress factors associated with college persistence among a sample of four undocumented Mexican immigrant women from a small rural community in the Rocky Mountain region. Using Chicana feminist epistemological techniques to analyze data collected from in-depth interviews, this study yielded four major findings that include: (a) financial stressors and missed opportunities, (b) making meaning in their college degrees as undocumented immigrants, (c) coping with stress while navigating legal status, and (d) anxiety with the navigation of campus resources and climate. Recommendations for student affairs practitioners and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10