Growing up in the Shadows: The Developmental Implications of Unauthorized Status

Autor/inn/en	Suarez-Orozco, Carola; Yoshikawa, Hirokazu; Teranishi, Robert T.; Suarez-Orozco, Marcelo M.
Titel	Growing up in the Shadows: The Developmental Implications of Unauthorized Status
Quelle	In: Harvard Educational Review, 81 (2011) 3, S.438-473 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Ethics; Immigrants; Foreign Policy; Undocumented Immigrants; Phenomenology; Migrant Children; Migrant Problems; Documentation; Social Indicators; Social Influences; Social Status; Systems Analysis; Developmental Continuity; Achievement Need; Well Being; Individual Development; Public Policy; Political Attitudes; Social Attitudes; United States + Suchen Sie Ihr Suchwort? Ethik; Immigrant; Immigrantin; Immigranten; Außenpolitik; Illegaler Aufenthalt; Phenomenological psychology; Phänomenologie; Psychologie; Dokumentation; Social indicator; Sozialer Indikator; Sozialer Einfluss; Sozialer Status; System analysis; Systemanalyse; Entwicklungsprozess; Well-being; Wellness; Wohlbefinden; Individuelle Entwicklung; Öffentliche Ordnung; Political attitude; Politische Einstellung; Social attidude; Soziale Einstellung; USA
Abstract	Unauthorized immigrants account for approximately one-fourth of all immigrants in the United States, yet they dominate public perceptions and are at the heart of a policy impasse. Caught in the middle are the children of these immigrants--youth who are coming of age and living in the shadows. An estimated 5.5 million children and adolescents are growing up with unauthorized parents and are experiencing multiple and yet unrecognized developmental consequences as a result of their family's existence in the shadow of the law. Although these youth are American in spirit and voice, they are nonetheless members of families that are "illegal" in the eyes of the law. In this article, the authors develop a conceptual framework to systematically examine the ways in which unauthorized status affects the millions of children, adolescents, and emerging adults caught in its wake. The authors elucidate the various dimensions of documentation status--going beyond the binary of the "authorized" and "unauthorized." An ecological framework brings to the foreground a variety of systemic levels shaping the daily experiences of children and youth as they move through the developmental spectrum. The article moves on to examine a host of critical developmental outcomes that have implications for child and youth well-being as well as for our nation's future. (Contains 2 notes and 1 figure.) (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10