"To Me, It's Not about Immigration Status": Divergent Perceptions of Legal Status among Undocumented College Students

Autor/in	Millán, Daniel
Titel	"To Me, It's Not about Immigration Status": Divergent Perceptions of Legal Status among Undocumented College Students
Quelle	In: Journal of Latinos and Education, 20 (2021) 3, S.304-317 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Millán, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.1949993
Schlagwörter	College Students; Undocumented Immigrants; Student Attitudes; Access to Education; Student Experience; Public Policy; Social Attitudes; Barriers; Attitude Change; Equal Education; Power Structure; Social Bias; Hispanic American Students; California + Suchen Sie Ihr Suchwort? Collegestudent; Illegaler Aufenthalt; Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Studienerfahrung; Öffentliche Ordnung; Social attidude; Soziale Einstellung; Attitudinal change; Einstellungsänderung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Kalifornien
Abstract	Prior research about undocumented college students detailed structural barriers and derailed academic trajectories. However, education access policies in states like California have lowered barriers and increased enrollment. Research has presumed that undocumented students all view their legal status as a barrier which may now be more complex given changes in the policy landscape. I draw upon interviews with 30 students enrolled in a University of California campus to analyze how undocumented students perceived the extent to which legal status shaped their academic experiences. I argue that divergent perceptions were shaped by immigration policies, exposure to prevalent narratives, and the extent to which immigration status seemed consequential in students' experiences and identified three types: 1) students with disassociated perceptions ascribed to meritocratic views about academic success and did not consider their legal status a salient barrier; 2) students with dynamic perceptions demonstrated how perceptions can shift through an increased awareness of inequality following experiences with barriers and immigration policy changes; and 3) students with perceptions informed by an awareness of power understood that inequities are produced alongside multiple marginalized social locations. Importantly, perceptions informed by an awareness of power translated to navigational strategies with increased access to academic and socioemotional support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01