"She Did Not Find One That Was for Me": The College Pathways of the Mexican and Central American Undocumented 1.25 Generation

Autor/in	Diaz-Strong, Daysi Ximena
Titel	"She Did Not Find One That Was for Me": The College Pathways of the Mexican and Central American Undocumented 1.25 Generation
Quelle	In: Harvard Educational Review, 91 (2021) 1, S.83-108 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Diaz-Strong, Daysi Ximena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Mexican Americans; Hispanic American Students; Latin Americans; Undocumented Immigrants; Young Adults; Generational Differences; Barriers; Adolescents; Access to Education; Student Placement; Social Capital; Student Financial Aid; State Aid; Federal Aid; Elementary Secondary Education; Postsecondary Education; Cultural Differences; Educational Resources; Peer Relationship; Academic Persistence; Paying for College; Role; School Personnel; Track System (Education) + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Latin America; People; Lateinamerika; Bevölkerung; Volk; Illegaler Aufenthalt; Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Education; Access; Bildung; Zugang; Bildungszugang; Schülerpraktikum; Sozialkapital; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Post-secondary education; Tertiäre Bildung; Kultureller Unterschied; Bildungsmittel; Peer-Beziehungen; Rollen; Schulpersonal; Leistungsgruppe; Leistungsdifferenzierung
Abstract	In this article, Daysi Ximena Diaz-Strong draws on interviews with Mexican and Central American 1.25 generation undocumented young adults to examine what shaped their access to financial resources in their college-going transitions. Although scholars have demonstrated that school agents and peers are critical to accessing resources and that stratified schools create unequal access to resources, this knowledge derives from the experiences of the 1.5 generation, and little is known about the college pathways of the undocumented 1.25 generation. Through a social capital lens, Diaz-Strong shows how undocumented 1.25 generation immigrants encounter structural disadvantages in accessing resources and how, arriving in adolescence, they experience below-level course placement and have little time to learn the US system. This article extends our understanding of the factors shaping the college pathways of undocumented youth and shows how immigrants' life stage on arrival interacts with school sorting mechanisms to create differential access to financial resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01